Hong Kong Design Institute - 職業訓練局

Hong Kong Design Institute Design Discipline Architecture, Interior and Product Design Programme Board

Higher Diploma Programme

DE114508 Higher Diploma in Stage and Set Design

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 2.1 – October 2020

Architecture, Interior and Product Design Programme Board Higher Diploma in Stage and Set Design (DE114508)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS

Page

SECTION ONE – PROGRAMME INFORMATION 1 BACKGROUND 2

1.1 General Information of the Programme 2 1.2 Major Statistics from AY2016/17 to AY2018/19 3 1.3 Programme Revision 3 1.4 Recognition of Professional Bodies 8 1.5 Demand for the Programme 8 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 11

2 PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 13

2.1 Programme Objectives & Intended Learning Outcomes 13 3 PROGRAMME STRUCTURE AND CONTENTS 16

3.1 Programme Structure 16 3.2 QF Level and Alignment of PILOs to GLDs 22 3.3 QF Credit Assignment 23 3.4 Module Design 24 3.5 Design Thinking, Environmental Education and Mainland Elements 26 3.6 Industrial Attachment 30 3.7 Minimum QF Credit Requirements for Awards 32 3.8 Attendance Requirement 32

4 LEARNING AND TEACHING STRATEGIES 33

4.1 Learning and Teaching Methods 33 4.2 Integration of Classroom-based Learning and Self-study 34 4.3 Use of Learning and Teaching Technologies 34 4.4 Design Thinking 34 4.5 Project Based Learning 34 4.6 Knowledge Centres 35

5 ASSESSMENT 36

5.1 General Information 36 5.2 Module Assessment Scheme 36 5.3 Quality Assurance Mechanism of Assessment 39

6 ADMISSION AND SELECTION 41

6.1 Entry Requirement 41 6.2 Credit Transfer and Module Exemption 41

7 RESOURCES 43

7.1 Academic and Supporting Staff Establishment 43 7.2 Teaching Serviced by Other Units 43 7.3 Learning Support Facilities 43


Volume B - Programme Information & Module Syllabuses ii

SECTION TWO – MODULE SYLLABUSES

Module Code

Module Title Page

General Education Modules

LAN3003

職業中文傳意：普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

45

LAN4002

職業中文傳意：普通話報告與推介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

50

LAN4108 English and Communication: Persuasive Presentations 55

LAN4101 English and Communication: Promotional Materials 59

LAN4107 English and Communication: Reports 63

LAN3103 English and Communication: Workplace Correspondence 67

LAN3100 English and Communication: Workplace Interaction 70

SDD4006 / SDD4006M

Collaboration, Teamwork & Social Engagement 74

SDD4007 Enhancing Competencies in the 21st Century Workplace 79

SDD4005 / SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 84

ITE3009 Information Technology Essentials – Smart Living 89

Discipline Core Modules

DES4008 Aesthetics and Semiotics 93

DES3006 Creative and Design Thinking 97

DES4007 Cultural Studies 101

Design for Event, Exhibition and Performance (Subject Group) Common Modules

AIP3031 Computer Aided Design Fundamentals 106

AIP3067 Design Drawing and Visualization 110

AIP3068 Structure, Materials and Forms 113

AIP3066 Three Dimensional Design Studies 117

Programme Specific Modules

AIP4253 Construction and Design Details for Stage and Set Design 121

AIP4256 Graphic Design for Art Direction 124

AIP4248 Location Set Design for Film and TV 128

AIP4246 Material and Technology for Stage and Set Design 133


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

AIP4244 Props Design 136

AIP4251 Stage Design 140

AIP4245 Stage and Set Media: Computer Aided Drafting and Visualization

144

AIP5053 Stage and Set Media: Multimedia Presentation Technologies 147

AIP4252 Stage and Set Media: Virtual Set Design and Visual Effects 150

AIP4243 Studio Set Design for Film and TV 153

AIP4247 Sustainable Design for Stage and Set 157

AIP4254 Themed Experience Design 160

AIP5052 Professional Practice: Design and Business for Stage and Set Design

163

AIP4242 Professional Practice: Portfolio and Career Management for Stage and Set Design

166

Expanded Studies Modules

AIP4261 Expanded Studies: Costume, Hair-styling and Make-up for Production Design

171

DES4015 Expanded Studies: Inter-Disciplinary Project 174

AIP4249 Expanded Studies: Introduction to Lighting Design 179

AIP4290 Expanded Studies: Play Analysis and Theatre Aesthetics for Stage & Set Design

182

Graduation Project

DES4004 Graduation Project 185

Industrial Attachment Module

DES4901M Industrial Attachment 192


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 – Module Assessment Schemes (AY2020/21)

199


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – Module Assessment Schemes (AY2020/21) Module Code

Module Title Page


LAN3003

職業中文傳意：普通話對話與匯報


200

LAN4002

職業中文傳意：普通話報告與推介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

201

LAN4108 English and Communication: Persuasive Presentations 202

LAN4101 English and Communication: Promotional Materials 203

LAN4107 English and Communication: Reports 204

LAN3103 English and Communication: Workplace Correspondence 205

LAN3100 English and Communication: Workplace Interaction 206

SDD4006 / SDD4006M

Collaboration, Teamwork & Social Engagement 207

SDD4007 Enhancing Competencies in the 21st Century Workplace 208

SDD4005 / SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 209

ITE3009 Information Technology Essentials – Smart Living 210


DES4008 Aesthetics and Semiotics 211

DES3006 Creative and Design Thinking 212

DES4007 Cultural Studies 213


AIP3031 Computer Aided Design Fundamentals 214

AIP3067 Design Drawing and Visualization 215

AIP3068 Structure, Materials and Forms 216

AIP3066 Three Dimensional Design Studies 217


AIP4253 Construction and Design Details for Stage and Set Design 218

AIP4256 Graphic Design for Art Direction 219

AIP4248 Location Set Design for Film and TV 220

AIP4246 Material and Technology for Stage and Set Design 221


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page

AIP4244 Props Design 222

AIP4251 Stage Design 223


224

AIP5053 Stage and Set Media: Multimedia Presentation Technologies 225

AIP4252 Stage and Set Media: Virtual Set Design and Visual Effects 226

AIP4243 Studio Set Design for Film and TV 227

AIP4247 Sustainable Design for Stage and Set 228

AIP4254 Themed Experience Design 229


230


231


AIP4261 Expanded Studies: Costume, Hair-styling and Make-up for Production Design

232

DES4015 Expanded Studies: Inter-Disciplinary Project 233

AIP4249 Expanded Studies: Introduction to Lighting Design 234

AIP4290 Expanded Studies: Play Analysis and Theatre Aesthetics for Stage & Set Design

235

Graduation Project

DES4004 Graduation Project 236

Industrial Attachment Module

DES4901M Industrial Attachment 237


Volume B - Programme Information & Module Syllabuses vii

List of Tables

Page Table 1.1 General Programme Information 2 Table 1.2 Major Statistics for HD in Stage & Set Design 3 Table 1.3 Major and Minor Changes for HD in Stage & Set Design 4 from AY2016/17 to AY2019/20 Table 1.4 Proposed Major and Minor Changes for HD in Stage & Set Design 7 from AY2020/21 / AY2021/22 and onwards Table 1.5 Professional Recognition for HD in Stage & Set Design 8 Table 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 12 Table 2.1 Mapping of PILOs with Discipline’s Desired Graduate Attributes 14 Table 2.2 Mapping of PILOs with Programme Objectives 15 Table 3.1 Programme Structure of HD in Stage & Set Design 16 Table 3.2 Mapping of PILOs to Generic Level Descriptors at QF Level 4 22 Table 3.3 Mapping of Modules with Programme Intended Learning Outcomes 24 Table 3.4 Modules with Design Thinking Elements Embedded 27 Table 3.5 Modules with Environmental Elements Embedded 29 Table 3.6 Modules with Mainland Elements Embedded 30 Table 3.7 Major Statistics of IA in HD in Stage & Set Design 31 Table 3.8 Minimum QF Credit Requirements for Exit Award 32 (Higher Diploma in Stage & Set Design) and Intermediate Exit Award (Diploma in Design) Table 5.1 Summary of the Module Assessment Scheme 36 for HD in Stage & Set Design in 2020/21


Volume B - Programme Information & Module Syllabuses 1 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND 1.1 General Information of the Programme The HD in Stage & Set Design is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information

Programme Code DE114508

Programme Title: (in English & Chinese)

Higher Diploma in Stage and Set Design 舞台及佈景設計高級文憑

Qualification Title: (in English & Chinese)

Higher Diploma in Stage and Set Design 舞台及佈景設計高級文憑

Discipline: Design

Area of Study and Training / Sub-area / Programme Area@ :

Arts, Design and Performing Arts / Design and Other Creative Industries / Design and Other Creative Industries

Offering Campus(es): HKDI

Programme Board: Architecture, Interior and Product Design

Mode of Study: Full-time

Duration: 5 semesters to be completed normally in 2 years

Minimum Notional Learning Hours:

3435 Hours

Total Contact Hours (Full-time Mode):

1287 Hours

Minimum QF Credit Requirements:

343 Credits + 10 IA Credits

QF Level: 4

Commencement Date: September 2020

Intermediate Exit Award#: Diploma in Design 設計文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. # In order to attain the Intermediate Exit Award of Diploma in Design, students have to acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Major Statistics from AY2016/17 to AY2018/19

Table 1.2: Major Statistics for HD in Stage & Set Design

Performance Indicator (PI) Full-time Mode

AY 2016/17 AY 2017/18 AY 2018/19 Planned Places 130 128 102 Enrolment Rate (Target 100%) 109% 92% 80% Retention Rate (Target 95%) 95% 97% 97% Pass Rate 97% 94% 93% Student Satisfaction

- Module Experience 7.29 7.35 7.61 - Programme Experience 6.05 6.52 7.58

Employment Rate (Target 90%) - 84.2% 93.9% Further Study Rate - 15.2% 17.5% The overall performance of HD in Stage and Set Design was satisfactory. The Retention Rates maintained steady at 95% to 97% whereas the Pass rates slightly dropped from 97% to 93% in the past three years. In AY2017/18 to AY2018/19, the Further Study Rates increased from 15.2% to 17.5% and the Employment Rates improved from 84.2% to 93.9%. Due to the significant downward trend of DSE students’ number, the Enrolment Rates dropped from 109% to 80% in the past three years. The Planned Places were hence adjusted and the Enrolment Rates has risen from 80% in AY2018/19 to 107% in AY2019/20. The ratings of Student Satisfaction steadily increased over the past three years, reaching 7.58 at programme level and 7.61 at module level. 1.3 Programme Revisions

Since last revalidation, the programme has been regularly reviewed for continuous improvement. Feedback was collected from external and internal stakeholders, including employers, graduates, students and teachers through various means. Based on their comments, and where appropriate, changes have been made to HD in Stage and Set Design from AY2016/17 to AY2019/20, as shown in the following table:



Table 1.3: Major and Minor Changes for HD in Stage & Set Design from AY2016/17 to AY2019/20

Major Change

1

Brief Descriptions Approval Date and Authority

1. Revision of delivery sequence of LAN4107 and LAN4108 (AY2017/18) In consideration of enhancing students’ learning experience, “LAN4107 / English and Communication: Reports” of Semester 3 was swapped with “LAN4108 / English and Communication: Persuasive Presentations” of Semester 4 in AY2015/16 and AY2016/17 in some Disciplines, including HD in Visual Communication in the Design Discipline. As a result, the pass rate of LAN 4107 was increased and students generally considered the swapping of modules more manageable and favorable. Therefore, LAN4108 was re-allocated in Semester 3 and LAN 4107 was re-allocated in Semester 4 for all HD programmes in the Design Discipline starting from AY2017/18 to better facilitate students’ learning effectiveness.

Endorsed by Design Discipline Academic Committee (DEAC) on 5 May 2017

2. Whole Person Development modules

In response to the curriculum review done by Student Development Discipline (SDD) and the changing circumstances amongst young people, the previous 4 WPD modules were proposed to be replaced by 3 new modules. The total number of QF credits of the 3 newly proposed WPD modules remained unchanged, bringing no modification to the study load of the academic programmes. The 3 newly proposed WPD modules were SDD4005/SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (26-hour, 6 QF Credit), SDD4006/SDD4006M / Collaboration, Teamwork & Social Engagement (26-hour, 6 QF Credit) and SDD4007 / Enhancing Competencies in the 21st Century Workplace (13-hour, 3 QF Credit), which would be offered starting from the 2019 cohort.

Endorsed by Student Development Academic Committee on 6 Nov 2018

3. Information Technology Essential module In response to the Hong Kong SAR Government’s initiatives as well as the global promotion and development of the “Smart City” concept, the Design Discipline had developed with the IT Discipline a new generic module of “Information Technology Essentials – Smart Living”. HD in Stage & Set Design had adopted the module in replacement of ITE – 3003 matching with the curriculum to support student learning.

Endorsed by Information Technology Essential Module Board on Mar and May 2018

1 Major changes are those changes at programme level, including programme intended learning outcomes, the number of QF credits in the programme, programme stream structure, entry requirements, programme area, and addition / deletion of modules, etc.



4. Transformation of Discipline Core Module (AY2018/19)

In support of the Hong Kong SAR Government’s initiatives as well as the global trends in promoting “Design Thinking”, the Design Discipline had transformed the core module of “DES3004 / Creative Thinking” into “DES3006 / Creative and Design Thinking” expanding the design thinking focus. The Module Intended Learning Outcomes (MILOs), Learning Contents and Learning and Teaching Strategies were revised in the syllabus, while the QF Level, QF Credits, Contact Hours (CHs) and Notional Learning Hours (NLHs) were kept unchanged. In addition, the Continuous Assessment (CA) was revised from 1 project to 4 exercises in the Module Assessment Scheme (MAS). See Table 5.1 Summary of Module Assessment Scheme and respective module syllabus and MAS for details.

Endorsed by DEAC on 4 June 2019

5. Programme regrouping / restructuring / enhancement (AY2018/19)

In response to recent years’ changes and emerging trends in the trades and industries, the programme boards of DE had proposed further regrouping / restructuring / enhancements for their HD programmes. Directions of the proposed regrouping / restructuring / enhancements had been discussed and supported in the 50th (21 September 2017), 51st (18 October 2017), 54th (14 June 2018) and 56th (12 September 2018) meetings of the Design Discipline Academic Committee (DEAC), and the 13th (19 March 2018) and 14th (9 October 2018) meetings of the Design Discipline Advisory Board (DEDAB). The regrouping / restructuring / enhancements with corresponding revisions of the programme structures and definitive programme

documents as “major changes” were endorsed for 19 of the 242 HD programmes in the Design Discipline. The following Major Changes were applied in HD in Stage & Set Design:

(a) Revisions specific for programmes of AIPPB

The existing AIP programmes were regrouped into three subject groups in AY2019/20 according to the nature of the programmes and their relevant trades and industries. The restructuring further enhanced synergy across programmes in the subject groups and enable students to make better informed choice of programmes with a closer understanding of the programmes in the common semester one. The revised subject groups were:

- “Higher Diploma in Architecture, Interior and Landscape Design

(Subject Group)” for programmes related to the constructed and built environment industry, including HD in Architectural Design, HD in Landscape Architecture, and HD in Interior Design;

- “Higher Diploma in Product, Furniture and Jewellery Design

(Subject Group)” for programmes related to the manufacturing

Endorsed by DEQAC on 5 Jun 2019 and DEAC on 6 Jun 2019

2 Five new or revised Design programmes with more significant changes have undergone an internal validation exercise on 3 May 2019.



industries, including HD in Product Design, HD in Furniture and Lifestyle Product Design, and HD in Jewellery Design and Technology; and

- “Higher Diploma in Design for Event, Exhibition and

Performance (Subject Group)” for programmes related to the Meetings, Incentives, Conferencing, and Exhibition (MICE), including HD in Event and Exhibition Design, and HD in Stage and Set Design.

(b) Refinement of Programme Objectives (POs) and Programme

Intended Learning Outcomes (PILOs) Refinements in the POs / PILOs were made for more distinctive expression of the programme aims and objectives. Please refer to section 2.1 for details.

(c) Embedment of new elements / adjustment of focuses in response

to industry needs Updated learning contents were incorporated in the programme to meet the changing industry needs and strengthening the technological elements, including “Stage and Set Media: Virtual Set Design and Visual Effects”, in which new techniques in varies of 3D design software were introduced to reflect the industry’s upcoming development of set design industry.

(d) Study load evened out / module delivery sequence reallocated for

better learning progression The students’ semester loads and learning sequences were reviewed and necessary adjustments were made for better balance and/or smoother flow as listed below:

- The new module AIP4290 “Expanded Studies: Play Analysis and Theatre Aesthetics for Stage and Set Design” was embedded in Semester 4 to reflect the industry’s academic and aesthetic requirements on performing arts knowledge.

- The Contact Hours of “Stage and Set Media: Computer Aided

Drafting and Visualization” was increased from 26 to 52 in Semester 2 providing sufficient teaching and learning hours to strengthen the basic drafting techniques delivery to the students.

- The Contact Hours of “Professional Practice: Design and

Business for Stage and Set Design” was increased from 26 to 52 in Semester 5 allowing more time to develop their professional skills for the Graduation Project.

(e) Subsumed previous Design Plus module contents – The Design

Plus Modules had been introduced since 2016 to supplement the practical skill training in areas such as communication and presentation, research, and workshop skills. With the training proven beneficial to students, a further step is taken by the



programme boards to integrate such training into the programme/stream specific modules so as to streamline the curricula and better integrate student learning. HD in Stage and Set Design had embedded the visualization and portfolio practice skills in “Stage and Set Media: Computer Aided Drafting and Visualisation”, “Professional Practice: Portfolio and Career Management for Stage and Set Design” and “Stage and Set Media: Multimedia Presentation Technologies”. The industry process skills is embedded in “Professional Practice: Design and Business for Stage and Set Design”.

Minor Change

4

Brief Descriptions Approval Date and Authority

1. Whole Person Development modules

In response to a recent recommendation from a HD Programme validation exercise, the SD Discipline reviewed and agreed to propose the adoption of “unit of competency” in the syllabi of the 3 new WPD modules.

Endorsed by Student Development Module Board on 25 Jan 2019

Table 1.4 presents the proposed major and minor changes to be recommended for approval in this revalidation exercise.

Table 1.4: Proposed Major and Minor Changes for HD in Stage & Set Design from AY2020/21 / AY2021/22 and onwards

Proposed Major and Minor Change(s) Brief Justification(s)

1. Language modules

a) Module textbook, references and learning and teaching strategies for the syllabuses of LAN3100, LAN3103, LAN4101, LAN4107 and LAN4108 have been updated.

b) Module textbook, references, learning and teaching strategies and module

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references. Updates are needed to reflect the latest development in learning materials design

4 Minor changes are those changes at module level, which do not affect the structure of the programme concerned. These changes may include change in module title, module intended learning outcomes, syllabus content, assessment methods and weightings, and delivery method, etc.



assessment plan for the syllabuses of LAN3003 and LAN4002 have been updated.

and to suggest the most recent and relevant publications as references.

2. Information Technology Essentials modules

Module references for the syllabuses of ITE3003, ITE3005 and ITE3009 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

Details and rationales for the proposed changes are given in respective sections of this document. 1.4 Recognition of Professional Bodies External recognition is a reflection of the quality and of the learning outcomes of the programme. The HD in Stage & Set Design programme is recognised by related professional bodies as presented in Table 1.5. No changes have been introduced since the last validation / revalidation.

Table 1.5: Professional Recognition for HD in Stage & Set Design

Professional Body Recognition

The Hong Kong Association of Theatre Technicians & Scenographers

Students are eligible to apply for student membership

1.5 Demand for the Programme 1.5.1 About the Stage and Set Design Programme

Since the launch of programme in AY2015/16, the programme has been running smoothly. Students who were interested in performing spaces, namely the theatre stages, concert stages, film and TV sets, were equipped with a systematic matrix of stage and set knowledge. The programme benefited students, as a gateway, to further their studies in varies stage fields individually or get into the stage industry as practitioner directly.

Set design does not only serve a film or a television programme. A good production design dictates the overall style of a film and can win an award for the whole production. Stage design does not merely serve a musical or a drama, it can be all kind of live performance on stage, i.e. Dance, Opera, New Media Performance and even Stand-up Comedy. No performance in the theatre can live without a stage. The Design Discipline has been offering film and TV related programmes through the Hong Kong Design Institute (HKDI). These pre-employment programmes are targeted for secondary school leavers from Secondary 6 who wish to continue their education and enter the film, TV and theatre related industries. However, these programmes center on the creativity of the script and the methodology of shooting and film language/ operation of the performance.



There is an important piecemissing, the spatial and physical design in which the performance exists in and interacts with.: stage and set design. Universally, film school students must come to a time for decorating a set to shoot for their projects. The little to no dedicated trainings on production design overlook studentsneed when deployed inthe film and television industry. Let alone the absence of studies on props fabrication leaves costly in-service training obligations to potential employers, gambling away graduates’ competitiveness. Students, when shopping for a programme to admit themselves into the production design and stage design field, had to compromise and chose less directly related studies. HKDI’s HD in Stage and Set Design will be the first programme sets out to address the vision and know-how in set decoration, stage design, props fabrication and all kinds of performance space design.

1.5.2 Manpower Demand

Industry Demand

Hong Kong Trade Development Council has released a research on March 4th 2014 showing that 2,327 establishments in motion picture and related industries took place as of September 2013, in which 16,163 individuals were employed. Hong Kong Box Office Ltd. recorded HKD $1,625 million of total box office receipts over the year of 2013. Regardless the nature and genre, every film production needs to invest in locations, sets and props at all extends.

According to its own briefing to analyst on March 27th 2013, Television Broadcasts Limited alone had $1,730 million HKD of net profit. Since 2003, the same entry was $443 million HKD and it had been a steady growth for the last decade. The figures support that despite the changes in Digital Broadcast and emerging challenges of web audio visual entertainment, local free-to-air TV is still mainstream media and entertainment. As official media representative, RTHK produces 1,895 programmes totalling 786 hours annually, along with newly launched two DTT (Digital Terrestrial Television) channels, the HKSAR government has taken some steps to supplement this conventional media industry. One of the pay TV providers, now TV recorded a net gain of 43,000 customers with the total installed subscriber base reaching 1,183,000 by the end of December 2012, an increase of 4% from a year ago. ARPU (average revenue per user) also rose to HK$173, compared with HK$169 a year earlier. Not controversially anymore, pay TV will continue to share an increasing portion of the TV and related media market in the future.

Social Demand

Hong Kong’s filmmaking industry is unique due to its renounced history in local and export film establishment. The political, economic, and cultural change in this international metropolis in the last decade has been diversifying and making the motion picture industry even more sophisticated. The film market, mainland policies and technology advancement have played pivotal roles to the development of the industry and the local and export film market and its job market of Hong Kong. The 3D stereographic film frenzy, the preferential of foreign subsidiary regional base location for access into the vast mainland China film market, CEPA (Closer Economic Partnership Arrangement) quota free access to Chinese Language films in mainland China market and HKSAR government’s establishment of Hong Kong Film Development Council and Film Development fund all contribute the sustainability of entertainment products, employment opportunities and expertise. Yet many more possibilities remain untouched with high potential. Microfilms and streaming/ online markets like YouKu,



Sohu and TuDou video content websites have been rocketing market share at groundbreaking speed.

Despite conventional free-to-air TV channels, the television industry continues to evolve gradually in terms of more and more new pay TV channels and digital broadcast. However, a greater impact on the manpower of the television industry is from exporting programmes, and professionals and their expertise. China, as the biggest TV programme market, has tremendous demand on higher and higher quality TV programme. Its granting of landing rights to Hong Kong TV programmes, in Guangdong, is a huge advantage to local Chinese-speaking TV programmes broadcasters. Nowadays, co-produced television programmes can reach ever wider access to mainland under CEPA. As a result, Hong Kong TV industry expects more direct and indirect opportunities from mainland China. Free-to-air, network, 12 non-domestic television licenses for exports, digital TV stations inevitably hire professionals at various levels for their art and set departments, in which a stable career path awaits stage and set design graduates. TV stations have been cradles of many established production designers and art directors.

The URBTIX (Urban Ticketing System) runs ticketing for 43 regular performance venues in Hong Kong. 4.46 million tickets were sold for HKD $856 million, out of more than 8,400 performances in 2011-2012, according to LCSD Leisure and Cultural Services Department. This results in more than 20 various performances taking place in Hong Kong on any given day of the year on average. Including prospective focus to the new development of the West Kowloon Culture District, venues, number of performances and number of tourists and show-goers will be seeing new heights. Diversely, performing arts like big concerts, musicals and drama in the theatre industries and even some community events, like music and art festivals call for set and stage design.

1.5.3 Market Supply

In Hong Kong, there is currently no “set and stage design” programme offered at the higher diploma level. The Hong Kong Academy for Performing Arts offers related but different focused programmes in theatre and entertainment arts at bachelor degree and vocational certificate levels as listed below.

1.5.4 According to The Hong Kong Annual Arts Survey Report 2017-18, the number of Performing Arts programmes increased in 2017/18 to 5,170 and constituted 64.4% of all arts programmes which totaled more than 8,000. An overall upward trend over the past five year can be observed. The report also stated that the attendance of Performing Arts programmes increased by 2.9%

Provider Course Title Duration Mode

Hong Kong Academy for Performing Arts

BFA(Hons) Theatre & Entertainment Arts

4 years FT

Hong Kong Academy for Performing Arts

Fast Track Vocational Cert in Theatre & Entertainment Arts

1 year FT



to 3.418 million. The increase driven by higher attendance of Theatre, Dance and Music programmes was offset by the drop in attendance of Xiqu and Variety & Pop Shows programmes. In addition, the number of free performances held at the 25 major performing facilities increased this year. It led to a corresponding increase in attendance of free performances, especially in the Music, Variety & Pop Shows, and Xiqu categories. Box office income of Performing Arts programmes continued to climb in recent years and reached the record high of $527 million this year. The rise was mainly driven by Theatre programmes because of increases in the quantity, attendance, as well as ticket prices of paid Theatre performances, leading to a 22.2% increase in Theatre box office income to $215 million. 1.5.5 From the statistics of The Hong Kong Annual Arts Survey Report, the growth of performing arts industry can be observed obviously, thus an increasing demand of designers, scenographers, technicians and performing arts practitioners of the industry can be predicted. 1.5.6 The Role of HKDI’s Programme in Stage and Set

The Stage and Set Design related industries in Hong Kong have been anxious for a reformation in its career path: better vocational training before employment, more research and development, better professional sharing, more efficient human resource matching, and possibilities to academic and professional recognition. Without a dedicated neutral institute, the industry alone cannot achieve the reformation. VTC sits in this important role to fill the gap. Initiating HD in Stage and Set Design, enables anyone who takes an interest in set design stands a chance to realize his/her dream through a tailored vocational education at HKDI. Set design curriculum in existing film and performing arts academies are mostly at the scale of an elective studies or a supporting module to their respective film production and stage production programmes. HKDI is offering the HD in Stage and Set Design through the department of Architecture, Interior and Product Design, as a spatial design programme. This ensures the focus of the studies centres around the physical design for media and arts. Graduates mastering pre-professional skills and knowledge in the specialty of production design and fabrication, in which when targeting set design jobs, they have the advantage over those who graduate from a generic filmmaking programme. The creative industry has evolved along new platform, media forms and technology advance. Graduates from HKDI programmes are ready-to-deploy into entertainment and arts industries. Not only can they face the daily operational and creative challenges on the job, but also hardwired with the pro-active mind set to push the boundaries and continue to drive the industry forward. HKDI has launched Stage & Set Design programme in AY2015-16, the institute is further integrating its strengths to develop and refine the programme with its expertise and experience in order to complement the rapid-changing needs of various entertaining media in theatre, film, television and performing arts industries. 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 The actual intakes for AY2019/20 and planned intakes for AY2020/21 and AY2021/22 are given in Table 1.6.



Table 1.6: Actual and Planned Intakes from AY 2019/20 to 2021/22

Programme Offering Campus

Actual Intakes Planned Intakes AY 2019/20 AY 2020/21 AY 2021/22

HD in Stage & Set Design

HKDI

16 30

30



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 2.1 Programme Objectives & Intended Learning Outcomes The objectives and intended learning outcomes of the programme are found to be, in the main, current. Nevertheless, to meet the latest needs and expectations of the students and the industries, the programme objectives of HD in Stage and Set Design were revised for AY2019/20 and onwards as follows, with changes highlighted in red bold italics. The programme objectives of HD in Stage and Set Design are to: (1) equip students with sound methodology of thinking and a solid foundation for a career in

relation with creative industries;

(2) cultivate students' notion for lifelong learning and develop students to be independent learners;

(3) prepare students for further study and professional development in stage and set and related performing arts industries

(4) equip students with knowledge and an understanding of project management principles and practices related to the media, performing and entertainment industry;

(5) cultivate students’ professional ethics and attitudes through enhancing students’ awareness in recognition of the needs of audience, the ability to evaluate set production and understanding of the role and function of performing spaces;

(6) provide students with an understanding of the theoretical and philosophical framework of stage and set design, instilling a broader and deeper appreciation for creative and practical design works; and

(7) develop students’ local, national and global vision for further study and professional development in the stage and set design industry.

The Programme Intended Learning Outcomes (PILOs) were revised for AY2019/20 and onwards as follows, with changes highlighted in red bold italics. The graduates of HD in Stage & Set Design are expected to be able to: (a) work effectively as an individual professional or in a teams in familiar and some new

workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

(b) reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

(c) apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve stage and set design and related problems;

(d) manage and execute stage and set design projects effectively and professionally by applying design skills throughout the design process and employing appropriate technologies in stage and set design;

(e) identify stage and set design problems and business development opportunities such as touring performance productions, multi-media solutions for stage design through research and evaluation of user and market needs; and



(f) create stage and set design solutions to meet varying criteria of clients and contexts in the local and global environments.

Tables 2.1 and 2.2 illustrate how the PILOs contribute to the fulfilment of the Discipline’s desired graduate attributes and programme objectives after the revisions as described above. Changes are highlighted in red bold italics.

Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes*

A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11 K12

a work effectively as an individual professional or in a teams in familiar and some new contexts in the local and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

b reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

c apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve stage and set design and related problems;

d manage and execute stage and set design projects effectively and professionally by applying design skills throughout the design process and employing appropriate technologies in stage and set design;

e identify stage and set design problems and business development opportunities such as touring performance productions, multi-media solutions for stage design through research and evaluation of user and market needs; and

f create stage and set design solutions to meet varying criteria of clients and contexts in the local and global environments.

* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication



S4 Precise Project Management S5 Creative and Design Thinking S6 Critical Thinking S7 Good Aesthetics Sense Knowledge K8 Social Aspect Awareness K9 Solid Professional Knowledge K10 International Outlook K11 Interdisciplinary K12 Research Capability (applied research) With the heightened focus of Design Thinking across programmes in the Design Discipline, S5 of the Discipline’s Desired Graduate Attributes is proposed to be adjusted correspondingly from “Creative Thinking” to “Creative and Design Thinking”.

Table 2.2: Mapping of PILOs with Programme Objectives

Programme Intended Learning Outcomes (PILOs) Programme Objectives

1 2 3 4 5 6 7

a work effectively as an individual professional or in a teams in familiar and some new contexts in the local and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;








3. PROGRAMME STRUCTURE AND CONTENTS 3.1 Programme Structure The structure of the HD in Stage & Set Design is given in the following table. No changes have been proposed for consideration at this revalidation exercise.

Table 3.1: Programme Structure of HD in Stage & Set Design

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess- ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

AIP3031 Computer Aided Design Fundamentals

3 26 24 - 50 5

AIP3067 Design Drawing and Visualization

3 39 31 - 70 7

AIP3068 Structure, Materials and Forms 3 26 24 - 50 5

AIP3066 Three Dimensional Design Studies

3 52 78 - 130 13

DES4015 Expanded Studies: Inter-Disciplinary Project

4 26 44 - 70 7

Sem 1 Total^: 286 369 - 655 65

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 50.4 NLHs per week



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003*1 職業中文傳意︰普通話對話

與匯報

Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1,2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15

AIP4246 Material and Technology for Stage and Set Design

4 26 34 - 60 6

AIP4244 Props Design 4 52 98 - 150 15


4 52 68 - 120 12

AIP4243 Studio Set Design for Film and TV

4 52 98 - 150 15


4 26 44 - 70 7

Sem 2 Total^: 325 525 - 850 85





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4006M*1,2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11

AIP4248 Location Set Design for Film & TV

4 26 44 - 70 7

AIP4247 Sustainable Design for Stage and Set

4 26 44 - 70 7

AIP4249 Expanded Studies: Introduction to Lighting Design

4 26 34 - 60 6

Sem 3 Total^: 156 274 - 430 43





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 4

LAN4002 職業中文傳意︰普通話報

告與推介文書

Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

AIP4253 Construction and Design Details for Stage and Set Design

4 26 34 - 60 6

AIP4252 Stage and Set Media: Virtual Set Design and Visual Effects

4 26 34 - 60 6

AIP4251 Stage Design 4 52 98 - 150 15 AIP4261 Expanded Studies:

Costume, Hair-styling and Make-up for Production Design

4 26 44 - 70 7

AIP4290 Expanded Studies: Play Analysis and Theatre Aesthetics for Stage and Set Design

4 52 78 - 130 13

Varied& Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 260 450 - 710 71





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

AIP4256 Graphic Design for Art Direction 4 26 34 - 60 6

AIP5053 Stage and Set Media: Multimedia Presentation Technologies

5 26 34 - 60 6

AIP4254 Themed Experience Design 4 26 44 - 70 7


5 52 118 - 170 17

DES4004 Graduation Project 4 78 222 - 300 30

Sem 5 Total^: 260 530 - 790 79



Grand Total for 5 Semesters^: 1287 2148 0 3435 343

Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs#

QF

Credits~

DES4901M Industrial Attachment

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103 10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester. Note (Full-time Mode):

* 1 In order to attain the Diploma in Design, students have to complete and acquire:

a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits)

SDD4005 / SDD4005M / Mindshift: Achieving Personal Growth & Effectiveness (6 credits)

or SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or

ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報 (6 credits)

LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits)



DES4007 / Cultural Studies (15 credits)

DES4008 / Aesthetics and Semiotics (11 credits)

Plus any other vocational modules offered in the student’s enrolled programme/stream, accumulating to 54 Credits or above.

*2 SDD4006M Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 (which is presented as 3 in Semester 2 and 3) in Semester 3.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff / workplace trainers of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff / workplace trainers. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact hours and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~

&

The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

Enrichment Modules are modules that enhance students’ multi-disciplinary knowledge, augment their employability or better prepare students for further study. A full list of Enrichment Modules is shown in Appendix 14 of Volume A.

^

IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For HD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. Subject to the approval of the relevant Quality Assurance Committee of the Discipline concerned, programmes adopting module(s) of work-integrated learning, field work, practicum etc. are deemed to have fulfilled the IA requirement. Other types of programmes may also include IA-like hours, e.g. modules of Industry Learning Experience etc., as deemed appropriate by the Programme Board.



3.2 QF Level and Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four domains. The curriculum prepares students with a good foundation in the Design Discipline and specialised knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyse broadly-defined problems using a range of specialised skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in visual, written and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the output of others. Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4. No proposed changes have been made at this revalidation exercise.

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

lle

ctu

al S

kil

ls

Pro

ces

ses

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

an

d N

um

erac

y

a work effectively as an individual professional or in a teams in familiar and some new contexts in the local and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills






Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

lle

ctu

al S

kil

ls

Pro

ces

ses

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

an

d N

um

erac

y



3.3 QF Credit Assignment The programme team and its module teams of HD in Stage and Set Design follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, programmes at QF Level 4 for full-time school leavers and part-time working adults follow the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit roughly equal to 3.75 and 2 contact hours respectively. For example, compared to hands-on skill training modules such as AIP4244 “Props Design”, project/theory based modules normally require students to conduct more self-learning activities (e.g. research, concept development and testing) outside the class contact hours such as in the module of AIP4251 “Stage Design”. Besides, a module of higher QF Level usually requires students to spend more hours on self-study activities than a module of lower QF Level. In consideration of the above, the conversion between the QF Credit and contact hours of modules in the Design Discipline’s full-time pre-employment programmes in general shows the following ratios: 1 QF Credit to about 4.3 contact hours for a QF Level 4 hands-on module and 5 contact hours for a QF Level 3 hands-on module; 1 QF Credit to about 3.3 contact hours for a QF Level 4 project/theory based module and 3.75 contact hours for a QF Level 3 project/theory based module; 1 QF Credit to about 2.6 contact hours for the module of Graduation Project which requires students to conduct a self-initiated final project integrating previously learned skills. While taking into account the guiding principles given, module teams also consider the QF level, and the nature of the modules concerned when deciding the amount of Notional Learning Hours and the conversion factors for QF credits and contact hours for individual modules.



Since the launch of the programme, the appropriateness of assignment of QF Credits in various modules has been closely monitored. Performance of students in various modules and comments from students, teachers and External Examiners (EEs) / External Module Examiners (EMEs) have indicated that the credits assigned and the allocation of contact and self-study hours are generally appropriate. 3.4 Module Design The programme curriculum comprises General Education Modules (Languages, Whole Person Development and Generic IT) and Vocational Modules. For each module, the intended learning outcomes are clearly defined to guide the development of the module content and assessment scheme. Table 3.3 provides a mapping of the modules with the PILOs, as validated. No changes have been introduced.

Table 3.3: Mapping of Modules with Programme Intended Learning Outcomes

Module Code

Module Title Programme

Intended Learning Outcomes a b c d e f g

GE Modules

Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報


2 LAN4002 職業中文傳意：普通話報告與推介文書

Vocational Chinese Communication:

Putonghua Presentations and Promotional Text Writing

3 LAN4108 English and Communication: Persuasive Presentations

4 LAN4101 English and Communication: Promotional Materials

5 LAN4107 English and Communication: Reports

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

9 SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement



Module Code

Module Title

Programme

Intended Learning Outcomes

a b c d e f g

10 SDD4007 Enhancing Competencies in the 21st Century Workplace

Generic IT Module

11 ITE3009 Information Technology Essentials – Smart Living


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies


15 AIP3031 Computer Aided Design Fundamentals

16 AIP3067 Design Drawing and Visualization

17 AIP3068 Structure, Materials and Forms

18 AIP3066 Three Dimensional Design Studies


19 AIP4253 Construction and Design Details for Stage and Set Design

20 AIP4256 Graphic Design for Art Direction

21 AIP4248 Location Set Design for Film and TV

22 AIP4246 Material and Technology for Stage and Set Design

23 AIP4244 Props Design

24 AIP4251 Stage Design

25 AIP4245 Stage and Set Media: Computer Drafting and Visualization

26 AIP5053 Stage and Set Media: Multimedia Presentation Technologies

27 AIP4252 Stage and Set Media: Virtual Set and Visual Effects

28 AIP4243 Studio Set Design for Film and TV

29 AIP4247 Sustainable Design for Stage and Set

30 AIP4254 Themed Experience Design

31 AIP5052 Professional Practice: Design and Business for Stage and Set Design



3.5 Design Thinking, Environmental Education and Mainland Elements The programme has embedded the Design Thinking, Environmental Education and Mainland elements in individual modules. Changes to these elements are highlighted in Table 3.4, 3.5 and 3.6 below in red bold italics.

Module Code

Module Title

Programme


a b c d e f g

32 AIP4242 Professional Practice: Portfolio and Career Management for Stage and Set Design


33 AIP4261 Expanded Studies: Costume, Hair-styling and Make-up for Production Design

34 DES4015 Expanded Studies: Inter-Disciplinary Project

35 AIP4249 Expanded Studies: Introduction to Lighting Design

36 AIP4290 Expanded Studies: Play Analysis and Theatre Aesthetics for Stage & Set Design

Graduation Project

37 DES4004 Graduation Project

Industrial Attachment

38 DES4901M Industrial Attachment

Enrichment Module

39 Varied Enrichment Module Varied according to student’s chosen module



Table 3.4: Modules with Design Thinking Elements Embedded

Module Code Module Title Topic Areas with Design

Thinking Elements GE Modules LAN3003 職業中文傳意：普通話對話與

匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

匯報：解決問題、選擇產品、闡述理念

LAN4003 職業中文傳意：普通話報告與紀實文書 Vocational Chinese Communication : Putonghua Presentations, Administrative and Technical Text Writing

調查報告/測試報告寫作：高階思維

LAN3100 English and Communication: Workplace Interaction

Video Reflections in the Notional Learning Package: understanding people’s needs and offering creative solutions to problems

Discipline Core Modules DES3006 Creative and Design

Thinking User perception and

expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

Problem appreciation, definition and framing

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability



Module Code Module Title Topic Areas with Design

Thinking Elements



Work ethics and social responsibilities

Legal aspects of design including Intellectual Property Rights (IPR)


Integrating appropriate knowledge, skills and methodologies in design, business, culture, sustainability, technology, production, and related fields

DES4004 Graduation Project Application of design knowledge to develop innovative holistic solutions – Incorporating ethical and sustainable concerns in the development.

In the Design Discipline, design thinking elements are generally embedded in most of the vocational modules in all programmes, the above modules are some highlighted examples in the programme.



Table 3.5: Modules with Environmental Education Elements Embedded

Module Code

Module Title All Topic Areas with

Environmental Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

口頭對話：節能抽濕機匯報：減低噪音措施

LAN4002 職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

專題報告：環保設備推介文書寫作：都市農莊、環保冰箱

LAN4003 職業中文傳意：普通話報告與紀實文書 Vocational Chinese Communication : Putonghua Presentations, Administrative and Technical Text Writing

專題報告：環保設備

LAN 4101 English and Communication: Promotional Materials

Green Office and Environmental Issues

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement

Sustainable Development


DES4007 Cultural Studies The Social Revolution - Social changes and

transformation

- Consumerism



Integrating appropriate knowledge, skills and methodologies in design, business, culture, sustainability, technology, production and related fields


Sustainable platforms/ flats systems

Reduce, reuse and recycle



Table 3.6: Modules with Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules


粵普對譯

知識加油站

SDD4007 Enhancing Competencies in the 21st Century Workplace

Economic and Social Development


DES4007 Cultural Studies Globalization vs Localization

- Global and local cultures - Globalisation and cultural

sustainability

Oriental and Western Art and Design Movements

- Visual characteristics, the values and nowadays' transformation in arts and designs



Stage and Set Design Practice – cultural and entertainment industries in the local, Mainland, and global environment

Design Profession in Social, Trade and Legal Contexts (Hong Kong and Mainland cases)

Set Design in Business – China and Asian markets

3.6 Industrial Attachment Industrial Attachment (IA) provides students a better understanding of the workplace. Coaching sessions, which may include pre-attachment orientation, workshop, seminars, talks, briefing sessions, etc., are arranged to ensure students are provided with necessary support to complete IA satisfactorily. Dedicated academic staff members are appointed to monitor students’ progress, provide support and give feedback to students. During the process, students are asked to take initiative to reflect on the learning experience and identify areas for further improvement. The curriculum includes no less than 90 hours cumulative Industrial Attachment (equivalent to a minimum of 10 IA credits). For HD in Stage & Set Design, Table 3.7 presents major statistics of IA from AY2016/17 to AY2018/19.



Table 3.7: Major Statistics of IA in HD in Stage & Set Design

AY 2016/17 AY 2017/18 AY 2018/19 Percentage of IA Secured for the following category (note)

- Category A 77% 40% 74% - Category B 10% 45% 26% - Category C 13% 5% - - Category D - 10% -

Average Attachment Hours (for Students Completing IA)

128 hrs 138 hrs 122 hrs

No. of Employers Offering IA Places 15 25 11 Pass Rate 100% 100% 100%

Note: Category A - Attachment in field/industry relevant to the programme of study Category B - Workplace experience through industry-based projects Category C - Other structured experiential learning experience (e.g. attachment in a field/industry not directly related to the programme of study) Category D - General workplace experience

In general, students are required to achieve satisfactory performance in all of the following components in order to pass this module:

complete the workshops on orientation; complete the industrial attachment (minimum 90 hours) arranged by the department

concerned; perform satisfactorily during the attachment as reported by the industry mentors / tutors /

industrial attachment coordinators; write up log book / report to demonstrate progress of learning in the attachment period;

and consolidate learning at work through presentation and / or written report after the

attachment period. The IA Module for programmes in the Design Discipline is to be assessed on a pass/fail basis. Based on the assessment criteria as listed in the table below, the IA Module is assessed through: (1) performance evaluation during IA, which is the Continuous Assessment (CA) contributing to 50% of the module assessment; and (2) IA report and presentation, which is the End-of-Module Assessment (EA) contributing to the other 50% of the module assessment. More details can be referred to the module syllabus of DES4901M Industrial Attachment in Section 2.

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation

relation (and application) of learned knowledge and professional/technical skills to real life practices

EA 50%



identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

3.7 Minimum QF Credit Requirements for Awards Students have to complete 37 required core modules (337 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. ]Under HD in Stage & Set Design, there is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Design. Table 3.8: Minimum QF Credit Requirements for Exit Award (Higher Diploma in Stage &

Set Design) and Intermediate Exit Award (Diploma in Design)

Award

Minimum QF Credit Requirements


Vocational Modules

Enrich- ment

Module

Industrial Attachment

Total

Higher Diploma in Stage & Set Design

76 261 6 10 353

Diploma in Design 30 90 N/A N/A 120

3.8 Attendance Requirement For Full-time HD programmes, the minimum attendance requirement for an individual module is 70% of the maximum attendance, where maximum possible attendance includes normal class attendance only. Students will not be allowed to undergo the End-of-Module Assessment if they fail to meet the minimum attendance requirement of the module concerned, unless special approval of low attendance by the Principal concerned has been granted.



4. LEARNING AND TEACHING STRATEGIES 4.1 Learning and Teaching Methods Depending on the nature of the module, a mixture of learning and teaching approaches and strategies will be adopted in this programme to meet the learning needs of students. They include lectures, tutorials, assignments, projects, external professional participations, seminars, visits, workshop practices, team works and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by module lecturers, various types of learning activities, such as demonstrations, oral presentations and open-end discussions are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include project consultations, group discussions, case studies, and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. In the process, tutors may obtain a better picture of students’ learning on the subject matter and address the needs for individual support. Project work is one of the key vehicles for preparing students for their future careers. It allows them to integrate the knowledge learned from different subject areas and put it to practical use. The objectives of the project are to develop students' ability to apply knowledge learned in the programme for problem-solving, and to enable them to experience teamwork, planning, execution, monitoring of progress, integration and appreciation of real-world situations. (Please also refer to 4.5 Project Based Learning.) Seminars are arranged to reinforce the concepts introduced in lectures through various activities, such as group discussions, role plays, case studies, group presentations, and talks, etc. These activities are delivered in the student-centred approach. The objectives are to provide an interactive learning environment that highly encourages articulation of opinions and application of theories in a communicative atmosphere. Professionals may be invited to give talks, share their industry experience, and/or comment on students’ works, providing further insight into the professional practice and operation in the real business world. Workshops (or the laboratory learning environment) provide students with the necessary hands-on experience in the application of methodologies, operation of equipment and familiarisation of different production processes. They provide “hands-on” practices in an environment similar to that of the industry, to develop practical skills using relevant methodologies or equipment (hardware and software) producing creative work. Apart from the skill-related technical type of workshops, the term “workshop” may describe a range of learning activities which emphasize student participation, interaction and exchange of ideas among the participants, focusing on particular themes and contexts. A “workshop” may include sessions of intensive study, work, critique, discussion, and games, etc.



4.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module such as “AIP4247 Sustainable Design for Stage & Set”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with the knowledge and skills required in creating mini performing spaces and stage set making skills. Students, in their self-study hours, will engage in activities supporting their classroom-based learning, such as conducting related research, practicing skills learned in class, completing assignments / projects, or attending / visiting related seminars / exhibitions, etc. The learning outcomes of their self-study will be shared / reviewed / assessed in class discussions / tutorials / critiques. Students can acquire theoretical knowledge about puppet making and performance in class and extend to project specific areas through guided research and analysis. The insights and opportunities generated from the learning in class and self-study activities will be integrated and applied in the project realization and implementation. 4.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Stage & Set Design. This is well demonstrated in the module / modules such as AIP4252 Stage & Set Media: Virtual Set Design and Visual Effects. Learning and teaching is delivered through a series of virtual set design softwares and practical model-making and set building techniques. E-learning / Moodle / apps / interactive technologies such as augmented reality (AR) / virtual reality (VR) are used in the modules of AIP4245, AIP4252, and AIP5053. 4.4 Design Thinking In response to the Hong Kong SAR Government’s initiative in promoting design thinking (DT) in various businesses and professions, and riding on the Design Discipline’s experience in DT education, learning and teaching with focus on nourishing students’ design thinking skills is strengthened and expanding. The training on design thinking is recognised as important for all disciplines as an innovative problem-solving capability. The new discipline core module of “Creative and Design Thinking” (enhanced from “Creative Thinking”) has been launched in AY2019/20 for all Design students. The Design Thinking Team is established to coordinate design thinking initiatives and L&T in the Discipline, to promote design for wellbeing through interdisciplinary real-case collaborations and student projects, and to explore new teaching methods for design thinking. DT events such as the annual “HKDI Inspire* Design Thinking” seminar and workshop series also provide opportunities for students to engage in DT with cross-disciplinary participants. In this programme, design thinking skills are further trained and applied in the design projects and related modules, such as those listed in Table 3.4. 4.5 Project Based Learning Project-based Learning (PBL) is an integrated teaching and learning approach that enables students to self-learn and gain knowledge and skills by working on real-life problems. PBL is student-driven as it allows students to participate and develop inter-disciplinary projects, enhances collaboration with industry professionals, and gives students opportunities to present the products and deliverables to a public



audience. PBL strengthens crucial skillsets in future jobs such as problem-solving, critical thinking, communication, teamwork and research skills. It also facilitates students’ learning through inspirational driving questions and in-depth student enquiries to discover the information and solutions needed to address the driven questions, solve the problems, and create original work. 4.6 Knowledge Centres The HKDI Knowledge Centres are collaborative platforms that foster the partnership with multi-disciplinary industries, provide additional reference resources for students and staff, and serve as experiential learning and teaching platforms and exchange channels to facilitate applied research and real life projects through collaborations with the industry and community. They include the Centre of Innovative Material and Technology (CIMT), Design for Social Innovation and Sustainability (DESIS) Lab, Media Lab, Fashion Archive, Centre for Communication Design (CCD), and Centre of Design Services and Solutions (CDSS). Programmes are encouraged to integrate modules with the facilities and projects of the Knowledge Centres to enhance students’ professional knowledge and interest, research experience and design application (such as in material exploration, entrepreneurial skills, design appreciation, etc). In this programme, the learning and teaching of AIP4253 Construction and Design Details for Stage & Set Design will be delivered in collaboration with Design for Social Innovation and Sustainability (DESIS) Lab,.



5. ASSESSMENT 5.1 General Information VTC programmes are designed using an outcome-based approach. Under this approach, the design of learning, teaching and assessment tasks is guided by a set of Programme Intended Learning Outcomes (PILOs). The PILOs in turn guide the Module Intended Learning Outcomes (MILOs) of each module within the programme. The QF level and MILOs define the competencies that a student should attain upon completion of the module. The assessments of a module are constructively aligned to the respective QF level and MILOs. For HD programme, the assessment for a module includes Continuous Assessment (CA) and End-of-Module Assessment (EA). Both CA and EA can be in the form of laboratory work, assignments, tests, projects, case studies, practical assessments, examinations, etc. 5.2 Module Assessment Scheme A Module Assessment Scheme (MAS) for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units. Table 5.1 is a summary of the MAS for the programme in 2020/21. The MAS of each module for 2020/21 is attached in the Appendix 1. No changes have been proposed for consideration at this revalidation exercise. Table 5.1: Summary of the Module Assessment Scheme for HD in Stage & Set Design

in 2020/21

Sem Module Code Module Title

CA Components

EA Test/

Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

1

LAN3100 English and Communication: Workplace Interaction

2 (40%)

/ / / 1 (60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

1 (50%)

/ / / 1 (50%)

ITE3009 Information Technology Essentials – Design

/ 4 (50%)

/ / 1 (50%)

DES3006 Creative and Design Thinking 4 (50%)

/ / / 1

(50%)

AIP3031 Computer Aided Design Fundamentals

2 (60%)

/ / / 1

(40%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

AIP3067 Design Drawing and Visualization

2 (60%)

/ / / 1

(40%)

AIP3068 Structure, Materials and Forms

1 (60%)

/ / / 1

(40%)

AIP3066 Three Dimensional Design Studies

2 (40%)

/ / / 1

(60%)

DES4015 Expanded Studies: Inter-Dsiciplinary Projects / /

2 (60%)

/ 1

(40%)

2


2 (50%)

/ / / 1 (50%)

LAN3103 English and Communication: Workplace Correspondence

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (Part 1) (20%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1

(60%)

AIP4246 Material and Technology for Stage and Set Design /

2 (50%)

/ / 1

(50%)

AIP4244 Props Design 2 (50%)

/ / / 1

(50%)


/ 2

(50%) / /

1 (50%)

AIP4243 Studio Set Design for Film and TV

2 (50%)

/ / / 1

(50%)

AIP4242 Professional Practice: Portfolio and Career Management

2 (50%)

/ / / 1

(50%)

3

LAN4108 English and Communication: Persuasive Presentations

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (Part 2) (30%)

/ / / 1 (50%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)

AIP4248 Location Set Design for Film and TV

1 (25%)

1 (25%)

/ / 1

(50%)


/ / 2 (50%)

/ 1 (50%)

AIP4249 Expanded Studies: Introduction to Lighting Design

/ 2 (50%)

/ / 1 (50%)

4

LAN4002 職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

2 (50%)

/ / / 1 (50%)

LAN4107 English and Communication: Reports

2 (40%)

/ / / 1 (60%)

AIP4253

Construction and Design Details for Stage and Set

/ 2 (50%)

/ / 1 (50%)

AIP4252 Stage and Set Media: Virtual Set Design and Visual Effects

/ 2 (50%)

/ / 1 (50%)

AIP4251 Stage Design 2 (50%)

/ / / 1 (50%)

AIP4290 Expanded Studies: Play Analysis and Theatre Aesthetics for Stage and Set Design

2 (50%)

/ / / 1 (50%)

AIP4261 Expanded Studies: Costume, Hair-Styling and Make-up for Production Design

/ 2 (50%)

/ / 1 (50%)

5

LAN4101 English and Communication: Promotional Materials

2 (40%)

/ / / 1 (60%)

SDD4007 Enhancing Competencies in the 21st Century WorkplaceWhole Person Development: Global Vision

/ / / 1 (450%)

1 (650%)

AIP4256 Graphic Design for Art Direction

/ 2 (50%)

/ / 1 (50%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

AIP5053 Stage and Set Media: Multimedia Presentation Technologies

/ 2 (50%)

/ / 1 (50%)

AIP4254 Themed Experience Design / 2 (50%)

/ / 1 (50%)

AIP5052

Professional Practice: Design and Business for Stage and Set Design

3 (50%)

/ / / 1 (50%)

DES4004 Graduation Project / / 2

(50%) / 1 (50%)

*SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3.

Note: “Others” include In-class Activities, Quizzes, Tutorial Exercises, Logbook, Report, Mock Interview, Career Portfolio, etc. 5.3 Quality Assurance Mechanism of Assessment There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme. The assessment processes include setting up of the assignment/project briefs, briefings to students, tutorials or class critiques during the module delivery, and final presentation and/or module conclusion conducted at the end. After all, there are moderations at module level and/or programme level. Moderations and review of assessments by External Examiners will be taken place by the end of each semester. Advices and feedbacks from industry will be collected continuously through mini-shows of student projects, advisor meetings and portfolio day. Student Staff Forum will also be conducted in the semesters to collect further feedback from stakeholders. All these will be consolidated into Programme Quality Analysis Report (PQAR) annually.

External examiner commented in AY17/18’s report that there were too many contents in varies themes while not enough time for the students to meet the demands of different modules. A simplification of assignments is suggested to ease students’ workload and a more

Sem Module Code

Module Title CA Components

EA

Varied DES4901M Industrial Attachment

Performance Evaluation by Industry Mentor

1

(50%)

IA Report and Presentation

1

(50%)



focused study guideline could be delivered. After discussion within the teaching team, some of the assignments in different modules in the same semester have been redesigned with the same theme or being incorporated as one project with different aspects. As a result, a strong correlation among different modules can be created, a more focus of studying direction can be introduced with lesser workload in each semester. Feedback refers to comments (whether written or oral) given by assessors to students on an assessment task and is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback must be provided within an appropriate timescale to enable students to review and act on in order to enhance their performance in subsequent assessments.



6. ADMISSION AND SELECTION 6.1 Entry Requirement The general minimum entry requirement for HD programme is 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages. In addition to the general minimum entry requirements that apply to all students, applicants may be required to attend an interview. 6.2 Credit Transfer and Module Exemption Credit Transfer is normally based on formal academic achievements obtained within and / or outside VTC, on the condition that the module concerned is identical in terms of the number of credits, intended learning outcomes, the QF level and assessment standards. Upon approval, the student will earn credits of the corresponding modules thereby contributing towards the awards of the programme. Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned as follows. Proposed changes are highlighted in red bold italics.

Module Exemption Criteria

English & Communication: Workplace Correspondence (LAN3103)

Students with Grade E or above in the Subject Grade AND the Component Grade of “Practical Skills for Work and Study” in HKASLE Use of English will be exempted from this module.

MindShift: Achieving Personal Growth & Effectiveness (SDD4005 / SDD4005M)

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2): (1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption

Assessment A pass in the assessment for module

exemption plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Collaboration, Teamwork & Social Engagement (SDD4006 / SDD4006M)


A pass in SDD4002 or WPD3202S AND



Module Exemption Criteria

A pass in WPD4003 or WPD4201S OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption



Enhancing Competencies in the 21st Century Workplace (SDD4007)




A pass in WPD3204S OR A pass in WPD4074

OR A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption





7. RESOURCES 7.1 Academic and Supporting Staff Establishment The HD in Stage & Set Design programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details. 7.2 Teaching Serviced by Other Units The language modules, IT modules and WPD modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively. 7.3 Learning Support Facilities To enhance students’ learning experience, the following laboratories / special rooms / centres / workshops / facilities are set up to provide practical training to students in a simulated work environment:

(a) Metal Workshop (b) Wood Workshop (c) Rapid Prototyping Workshop (d) Spray Workshop (e) Plastic Workshop (f) Spray Workshop (g) Furniture Workshop (h) Laser Machine Workshop (i) Lighting Lab (j) Total Modelling Design Studio (k) Ceramic Workshop (l) Kiln Room (m) Machine Workshop



SECTION TWO – MODULE SYLLABUSES

Note:

* The contact hours indicated in the syllabuses are for students following a full-time study mode. The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature. * 以下所示授課時數適用於全日制上課模式。資歷學分與授課小時的換算可因應不同單元的資歷級別及

性質而調整。



課程大綱

科目名稱職業中文傳意：普通話對話與匯報


科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時

(授課及自修時間以外)

單元目標： 1. 培養學生的表達與溝通能力，使他們能在不同工作情景中熟練運用普通話進行對話與匯

報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：完成本單元，學生能在一般的工作情景中：

1. 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

2. 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

3. 針對情景與說話對象，運用適當的說話策略。

教學策略：能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就向學生說明學習成果，讓學生在課程伊始就清楚知道通過學習可掌握的能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。



多線發展，語用為主為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的方案，為表達注入更具價值的內涵。

結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普通

話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：

情景：可設定在一般的工作場所或社交場合

話題：多種不同的對話話題包括但不限於下列例子，如：談論大眾話題、向同事 (下屬或上司) 介紹工作計劃、職責、目標、工作程序等

對話形式：面對面或電話對話

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 溝通目標

必須達到預設的溝通目標

1.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介等。

1.3 語言特徵

1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音、吐字基本清晰，語氣、語調、語速適當

1.3.3 組織結構

話語結構完整，前後連貫

1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略

認真聆聽

用適當的語氣和得體的措辭來表達不同意見。

針對情景與說話對象，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

得體地運用身體語言，例如點頭、眼神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：

情景：可設定在一般的工作場所

話題：多種不同的報告話題，如：產品或服務推介報告、個人或公司工作總結報告等

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。


善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。



應用範圍：

每次報告不少於三分鐘

教材:

香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意:普通話對話與匯報》(第1 版)。商務印書館(香港)有限公司

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



課程大綱

科目名稱職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達能力，使他們能在專業領域，熟練運用普通話進行專題報告，以配合將來的工作需要。

2. 培養學生的中文寫作能力，使他們能在專業領域，撰寫推介文書，以配合將來的工作需要。

3. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在不同專業的工作中：

1. 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

2. 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

教學策略：

能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就先向學生說明學習成果，讓學生在課程伊始就清楚地知道通過學習可掌握的



能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。

多線發展，語用為主

為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵，提升說服力

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的解決方案，為專題報告注入更具價值的內涵，提升說服力。

結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習中文和普通話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告

2. 能進行各種專題報告

應用範圍：

情景：可設定在特定的工作場所

話題：各種專題報告的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備可視輔助物，例如多媒體演示、透明膠片、模型、圖片、表格等

1.7 預計聽者的提問，並作出適當的準備

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如分析、論證，以及辯護等。

2.3 語言特徵

語篇類型

能夠穩定地維持以段落為單位的報告

語音面貌

錯誤或缺陷偶有出現，完全不影響溝通。

發音吐字清晰，語氣、語調、語速自然。

組織結構

話語結構完整，層次分明，前後連貫

介紹主題

主體闡述、論證要點

結論加強中心論題

詞匯與語法

準確地運用不同的詞匯及複雜的句子結構。

2.4 報告策略

根據情景，適當使用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。




利用可視輔助物

控制緊張的情緒，例如做深呼吸、進行停頓、放緩語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出適當的回答。

應用範圍：

每次報告不少於四分鐘


GCCH416A

能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳推介文書

應用範圍：

情景：工作場所

專業：指學習的專科領域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

寫作文書：各種專業宣傳推介文書，如：公司形象宣傳稿、活動消息發佈新聞稿、產品或服務推廣函等

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節

清楚交代具體細節，如：時間、地點、人物等。

清楚交代寫作的目的、事由、結果等。

清楚展示重點或特色，配合環境或發佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結

2.2 語文表達與運用

主旨明確，文理連貫，條理分明，銜接得宜。

詞語運用配合，語法正確，能靈活運用幾種常見修辭手法，如：呼告、引用、襯托、誇張



等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略

仔細審題，認真寫作，並配合觀察、分析，發揮創意及聯想。

配合，剪裁恰當

反覆修改：校對稿件文字格式及遣詞用語

利用恰當的版面處理（封面、圖表、釘裝）以增強形象效果。

教材: 香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意: 普通話報告與推介文書》(第 1 版)。商務印書館(香港)有限公司參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

Assessment Hours: - hrs (Outside Contact/Self-study Hours)

Module Aim: This module aims to enable students to demonstrate reasonable clarity in presenting extended spoken texts relating to a wide range of both familiar and some new contexts, and expressed in complex language*, in order to communicate, effectively and with some confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying compliments, persuasion and emotion. *Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency. Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s);

2. express compliments and emotion, and use persuasive language with tact and subtlety;

3. express sensitive evaluation of the resulting anticipated benefits of the proposed recommendations;

4. speak persuasively and confidently through appropriate and tactful explanations and discussion/argument when proposing a solution/an idea; and

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.



Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.

Reading, writing, listening and speaking tasks are designed to provide ample practice opportunities in simulated workplace situations, with a strong focus on the appropriate use of language skills in the workplace.

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Key Content Area:

The following Unit of Competency from the Specification of Generic (Foundation) Competencies under the Qualifications Framework is adopted for module content design.

Unit of Competency Performance Criteria

GCEN404A-3

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation

(Speaking)

1. Appropriate information/ideas are communicated with a clear purpose and message.

2. The information/ideas are organised logically.

3. The presentation is structured appropriately, usually with an introduction, message and conclusion.

4. Communicative functions are handled appropriately

5. The language used is appropriate to the task.

6. The spoken delivery (pace and volume) is appropriate to the task.

7. Non-verbal signals are used appropriately.

8. If audio-visual aids and/or realia play an essential part in the presentation, they should be incorporated appropriately into



the delivery, both linguistically and physically.

Range

Speech should be fairly fluent.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body language, and active listening articulations.

The physical handling of audio-visual aids and/or realia may include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features

a growing range of vocabulary

complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers (e.g.

conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a growing range of alternative constructions that

reflect variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Persuasive Presentations. Hong Kong: Pearson Education Asia Limited.

References:

1. Gallo, C. (2015). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds (English). St. Martin’s Griffin.

2. Guffey, M.E. & Lowey, D. (2019). Essentials of Business Communication (11th ed.). Boston: Cengage Learning.

3. Powell, M. (2011). Presenting in English: How to Give Successful Presentations



(Updated ed.). Heinle ELT.

4. Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design & Delivery (2nd ed.). New Riders.

5. Williams E. (2013) Presentations in English (11th ed.). Macmillan Publishers Limited.

6. Yule, G. (2019). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.



1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping

5 Nov 2019 Joan Chan Shui Shum



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 hrs


Lecture - hrs

Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express persuasion and emotion when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. express persuasion and emotion effectively when promoting products/services/projects/events;

2. handle information effectively when promoting oneself in work-related contexts

3. discuss readers’ specific problems/needs in proposals;

4. present tactful explanations and discussion/argument with subtlety and sensitivity when proposing response(s)/solution(s);

5. write persuasively through suitable and sensitive evaluation of information and the



conclusions drawn from it;

6. adopt an appropriate register and style for different types of persuasive writing; and

7. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.




To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN407A-3

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

(Writing)



3. The text is structured appropriately.

4. Communicative functions are handled appropriately.

5. An appropriate format is used.


7. An appropriate register is used.

8. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features





concession, etc) a growing range of alternative constructions to reflect

variations in register

Textbook:

Vocational Training Council (2017). Vocational English: Promotional Materials. Hong Kong: Pearson Education Asia Limited.

References:

1.

Freed, R., Freed, S. & Romano, J. (2010). Writing Winning Business Proposals (3rd ed.). New York: McGraw-Hill Education.




3. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business Communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.











Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


90 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying suggestions.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. state the background and establish the purpose of a report precisely;

2. analyse, synthesise and evaluate information in the findings and discussion sections critically;

3. express suggestions and recommendations persuasively, stating their resulting benefits through appropriate and tactful explanation and argument;

4. draw conclusions logically from findings through appropriate and sensitive evaluation of information; and

5. demonstrate a reasonable level of accuracy in using complex grammatical structures



involving all verb forms, tenses, modals and discourse markers, and a growing range of alternative constructions that reflect variations in register.


Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions and role plays. Grammar learning is also incorporated in trade contexts.


To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:



GCEN407A-2

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in



3. The text is structured appropriately.

4. An appropriate format is used.


6. An appropriate register is used.



written form

(Writing)

7. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features





concession, etc) a growing range of alternative constructions that reflect

variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Reports. Hong Kong: Pearson Education Asia Limited.

References:

1. Bowden, J. (2011). Writing a Report – how to prepare, write and present really effective reports. (9th ed.) How to Books Limited.


3. Howard, R.M. (2019). Writing Matters: A Handbook for Writing and Research (3rd ed.). New York: McGraw-Hill Education.

4. Lester, J.D. & Lester, J.D. (2015). Writing Research Papers: A Complete Guide (15th ed.). New Jersey: Pearson Education.




Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Module Aim: This module aims to enable students to understand and respond, with reasonable clarity, to incoming workplace written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to communicate effectively and with some confidence when handling problems.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency. Module Intended Learning Outcome: On completion of the module, students are expected to be able to handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. read for main ideas and extract relevant information from workplace documents for handling specific problems;

2. handle problems such as complaints from colleagues and customers by explaining causes of problems, empathising with the reader, offering advice and evaluating solutions to problems;

3. deal with acceptance and refusal of responsibilities in different workplace situations;

4. adopt a diplomatic tone and express goodwill; and



5. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area: The following Unit of Competency from the Specification of Generic (Foundation) Competencies under the Qualifications Framework is adopted for module content design.

Unit of Competency

Performance Criteria

GCEN306A-3 Handle problems in incoming written correspondence involving predictable information, ideas, related

1. The purpose of incoming correspondence is understood through identification of the writer, context and subject.

2. The message of incoming correspondence is understood through identification of the main ideas and specific details.

3. Information/ideas that are appropriate to the purpose and message are given in the response.

4. Appropriate expressions of goodwill are given. 5. An appropriate format is used. 6. The response is organised appropriately.



explanations, discussion/ argument, and evaluation (Reading and Writing)

7. A polite tone is used. 8. The language used is appropriate to the task. 9. Tasks are performed in a timely manner. Range The writing may include some grammatical, spelling or punctuation mistakes, but these should not interfere with meaning or impose strain on a sympathetic reader. Language Features a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide variety of verb forms/tenses/ modals/discourse

markers (e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a small range of alternative constructions that reflect


Textbook: Vocational Training Council (2019). Vocational English: Workplace Correspondence. Hong Kong: Pearson Education Asia Limited. References:

1. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.

2. 3.

Emmerson, P. (2013). Email English (2nd ed.). Macmillan. Grahame, T. (2015). Business Writing for Hong Kong (4th ed.). Pearson Education











Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs




Module Aim:

This module aims to enable students to participate, at a sufficient level of comprehension and clarity, in oral interactions of increasing length, relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to understand and communicate, effectively and with some confidence, predictable information, ideas, related explanations, discussion/argument, and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. participate effectively in discussions/meetings/negotiations/ with colleagues/clients on workplace topics/issues;

2. make and respond to suggestions, offers, preference and persuasion by giving opinions with justification appropriately;

3. initiate and handle interruptions and clarifications effectively; and



4. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN303A-2

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation

(Listening and speaking)

1. The purpose of the interaction is communicated/understood through identification of the context and subject, and of the initiator’s communicative intent.

2. The message of the interaction is communicated/understood through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately. 5. Development of the interaction is achieved through

appropriate responses and contributions. 6. Turns are taken according to the conventions of the

interaction type. 7. Clarification is sought and given when necessary to help

communication. 8. The language used is appropriate to the task. 9. Non-verbal signals are used appropriately.

Range

Speech should be fairly fluent when expressing simple, familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled when expressing simple, familiar ideas and language, but less controlled with more complex and unfamiliar content and language.

The exchange should be sufficient for each speaker. The register should suit the audience and purpose. Non-verbal signals may include facial expressions, other

body language, and active listening articulations.

Language Features

a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide range of verb forms/tenses/modals/discourse

markers (e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals,

comparison, concession, etc) a small range of alternative constructions that reflect




Textbook:

Vocational Training Council (2019). Vocational English: Workplace Interactions. Hong Kong: Pearson Education Asia Limited.

References:

1. Clarke S., Powell M., Sharma P. (2014). In Company 3.0: Intermediate. Macmillan Publishers Limited.

2. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.


4. Stephens, B. (2011). Meetings in English. Macmillan.





3 Mar2011 Carol Sze Pui Shan





Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*: 26 hrs (for pre-employment programme)

18 hrs (for in-service programme)

Self-study Hours:

34 (for pre-employment programme)

42 (for in-service programme)



Exemption Criteria

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2):

(1) Academic Criteria

A pass in SDD4002 or WPD3202S

AND

A pass in SDD4003 or WPD4201S

OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enable students to develop the necessary competencies in building up effective interpersonal relationships, and to perform as good team players. It also aims to enhance students’ social awareness.



Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply communication skills in building effective interpersonal relationship;

2. perform as a good team player with collaboration skills; and

3. analyze social issues to foster their social awareness as engaged citizen.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in communication, teamwork and social awareness. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, site visit, fieldwork, project-based learning activity and individual presentation. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Project-based learning activity will be provided to students as a platform to review their behaviour in a team context and to enhance their collaboration skills.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, and project implementation. The products of students’ project will be collected to demonstrate students’ competency and the impacts made to the society. Students’ works will also be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to develop their teamwork and collaboration skills as well as to enrich their social awareness. They are encouraged to join various student groups and discipline projects to practice their learnt skills and to serve others with the sense of responsible citizen.



Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency Performance Criteria SWPD411 Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

Range: Topics may include but not limited to the impact of advanced technology on human relationship, the effect of socioeconomic changes and different mindsets on people relationship and the model of effective communication.

2. Apply appropriate communication skills in various contexts and at different life stages.

Range: Topics may include but not limited to the usage of empathy and listening skills, and case studies in various social contexts and at different life stage.

3. Exercise effective conflict resolution. Range: Topics may include but not limited to the usage of emotional control, effective conflict resolution process and case studies in different interpersonal scenarios.

SWPD412 Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective teamwork, and case studies in different scenarios related to teamwork context.

2. Articulate essential attributes of leader and team member.

Range: Topics may include but not limited to team roles,



and case studies and role plays in different scenarios related to the interaction between leader and members.

3. Apply strategies for managing group project and team dynamics.

Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

Range: Topics may include but not limited to review and evaluate both team’s and member’s performance according to their application of appropriate skills.

SWPD413 Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

Range: Topics may include but not limited to analyse social issues related to sustainable development, citizenship, or civic matters with case studies.

2. Take action for sustainable development for a contemporary society.

Range: Topics may include but not limited to the understanding of sustainable development goals and devise an action plan to tackle social issue

3. Employ positive attitude as an engaged citizen.

Range: Topics may include but not limited to the responsibility and rights of a citizen, the dilemma between social good and self-interest, and case studies in various scenarios related to engaged citizenship.

References: 1. Eunson, B. 2016, Communicating in the 21st century. Milton, Qld.: Wiley.

2. Bagwell, C., & Schmidt, M. E. 2011, Friendships in Childhood and Adolescence. New York: The Guilford Press.

3. Wood, Julia, 2014, Interpersonal communication - everyday encounters. Boston: Cengage Learning.

4. DeVito, J. A. 2016, The Interpersonal Communication Book. Boston: Pearson Education.

5. Beebe, S. A. 2017, Communication: Principles for a lifetime. Vancouver, B.C.: Langara College.

6. Bob LaRocca 2017, Transforming Education: Social Awareness Toolkit. Retrieved on 3 August 2018 from https://www.transformingeducation.org/resources/for-educators/

7. Berne, E. 2015, Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.



8. Schnell, E.; Hammer, A. 2000, FIRO-B® Technical Guide. Mountain View, CA: CPP, Inc.

9. Stewart, I., & Joines, V. 2014, TA today: A new introduction to transactional analysis. Melton Mowbray: Lifespace Publishing.

10. Roy Lilley. 2016, Dealing with difficult people. London: Kogan Page.

11. Tuhowsky, I., & Tuhovsky, I. 2017, The science of effective communication: Improve your social skills and small talk, develop charisma and learn how to talk to anyone. Middletown, DE: CreateSpace Independent Publishing Platform.


Version Date Created/Revised by

1 24 September 2018 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4

Notional Learning

Hours 30 hrs

Contact Hours*: 13 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(3) Academic Criteria A pass in SDD4004

OR A pass in WPD3203S

OR A pass in WPD3204S

OR A pass in WPD4074

OR A pass in a comparable academic achievement

(4) Work Experience with Pass in Exemption Assessment A pass in the assessment for module exemption, plus two

years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enhance students’ competencies in formulating their own career development strategies. It also aims to foster students’ lifelong learning skills as well as exercising appropriate work ethics and workplace etiquette.





1. select appropriate personal strategies for career development;

2. illustrate one’s lifelong learning skills to prepare for the challenges in workplace; and

3. exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade.


1. A student-centred learning and teaching approach will be adopted to help students formulate career development plan with lifelong learning strategies as well as to develop appropriate work ethics and workplace etiquette.

2. Experiential learning approach will be adopted to facilitate students’ learning through hands-on preparation of career portfolio, participation in mock interview and various career-related activities. Those learning activities will be debriefed to help students link up training with learning and then to generate new ideas through reflection from the experiences.

3. Students are encouraged to extend their learning experiences beyond workshops to strengthen their individual goals and aspirations. Extra-curricular activities related to career development, work attitude, career image and ethics, work etiquette, industry trends, career in Mainland, and career coaching will be organized to help students further extend their learning experiences. They will be asked to collect various learning artefacts to produce their personal career portfolio for graduation.

4. Teachers will provide individual feedback to student in tutorials for making advancement in career goals formulation and their use of career strategies.

Assessment Scheme:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are: 70 or above Pass with Merit 40-69 Pass 0-39 Fail



Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes. Unit of Competency Performance Criteria SWPD414 Select appropriate personal strategies for career development

1. Carry out job-hunting skills for vocational training.

Range: Topics may include but not limited to formulation of career goals and work plan, together with the corresponding job-hunting tactics.

2. Demonstrate interviewing skills in different contexts.

Range: Topics may include but not limited to skills for individual interview or group interview, and pre-interview preparation and post-interview review.

3. Produce e-portfolio for personal career planning.

Range: Topics may include but not limited to production of e-portfolio to show the matching among one’s career goal, personal attributes for the selected job, and personal calibre for the selected career.

SWPD415 Illustrate one’s lifelong learning skills to prepare for the challenges in workplace

1. Appreciate ever changes in the world of work and the impact of technology in workplaces.

Range: Topics may include but not limited to the impact of technology on job market (e.g. AI, VR, job obsolete and new job creation) and the influence of globalization.

2. Employ transferable skills for job transition.

Range: Topics may include but not limited to positive attitude for job changes, and mindset for lifelong learning.

3. Exercise self-regulation approach in workplaces.

Range: Topics may include but not limited to self-awareness of individual thoughts, feeling and behaviours in workplace, emotional management for colleague’ interaction, and exercise appropriate work manner.

4. Enhance collaboration skills in workplaces.

Range: Topics may include but not limited to application of communication skills, team roles and dynamic, conflict resolution, and collaboration skills in workplace.

SWPD416 Exercise responsible judgement and action

1. Develop work value and employ appropriate moral principles to suit the work context.

Range: Topics may include but not limited to review on



with appropriate work ethics and workplace etiquette in a specific trade

personal value with company’s mission and value and select appropriate work ethics to fit the workplace or professional standard.

2. Exercise appropriate workplace etiquette.

Range: Topics may include but not limited to understanding of company’s regulation and informal culture, and self-management to fit in the workplace’s requirement.

References:

1. Petrus Ng, Xiqing Susan Su, Gina Lai, Dennis Chan, Eddie Ho, Vivien Chan, Heidi Leung, Vicki Kwan and Chloe Li 2016, A Holistic Model of Student Development: The Validation of Whole Person Development Inventory for College Students in Hong Kong. Measurement and Evaluation in Counseling and Development 1-21. Doi: 10.1177/0748175615625748.

2. Martin, Tanya V.; Martin, Tanya V., editor. 2016, Career development: theories, practices and challenges, New York: Nova Publishers. MMS ID: 991005981819804681.

3. Brown, D. 2011, Career Information, Career Counseling and Career Development (10th Ed.). Prentice Hall.

4. Dubrin, A. J. 2010, Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th Ed.). Pearson Prentice Hall.

5. Osborn, Debra S., Zunker, Vernon G., 2016, Using assessment results: career development (Ninth Edition), Boston, MA: Cengage Learning. MMS ID: 991000118099704681.

6. Watson, Mark. Watson, M. B. (Mark Brownlee), 1949- McMahon, Mary, 2012, Career development global issues and challenges, New York: Nova Science Publishers. MMS ID: 991005964720704681

7. Baker, Michael J 2013, Career Development. Journal of customer behaviour, 2013, Vol.12(2), p.91-94. DOI: 10.1362/147539213X13832198548139.

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。 9. Natashia Larkin 2018, Job interview tips 2018: Your complete guide to success.

Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/.

10. Michael Cheary 2018, Competency-based interviews: What you need to know. Retrieved from: https://www.reed.co.uk/career-advice/competency-based-interviews-what-you-need-to-know/.

11. Home. (n.d.). Retrieved from https://mahara.org/.

12. [email protected] 2018, Career Development Theories. Retrieved from: http://www.loveyourcareer.org/understnad-yourself/32-career-cunseling-tools/career-development-theories/26-career-development-theories#Happenstance.

13. TheInterviewguys.com 2018, How to Master the START Method for Interview Questions. Retrieved from: https://theinterviewguys.com/star-method/






Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming


Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(1) Academic Criteria



A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim: This module aims to enable students to formulate effective self-improvement strategies and to develop good habits for pursing personal goals as well as meeting the impending challenges of the changing world.





1. formulate self-improvement strategies to meet the needs of the changing world; 2. foster good habit building for well-being; and 3. articulate one’s personal goals in terms of personal potentials.


A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in adaptability, resilience and potential development to achieve personal goals even in face of changing environments with adversity. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, individual presentation and physical activity workshops. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

Mutual support and peer feedback will be encouraged and adopted in the in-class activities, such as group sharing, to create a mutual support learning environment, which will help promote better adaptation and resilience building. Students will be given opportunities to learn from their peers as well as to give and receive feedback.

Students’ learning will be kept track through various means, such as written exercise, in-class activities, peer feedback, and presentation of their self-reflection. The products of students’ works will be collected as evidence to demonstrate their competency and will be contributing to their career portfolio for graduation.

Students will be encouraged to extend their learning experiences beyond workshops to build up personal goals and resilience for personal development. They are encouraged to participate in activities with manageable challenges, including sports activities and psychological skills training.

Assessment Scheme:



Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency

Performance Criteria

SWPD408 Formulate self-improvement strategies to meet the needs of the changing world

1. Articulate the impact of the changing world on people’s well-being.

Range: Topics may include but not limited to the impact of the Industry 4.0 and internet world, the importance of generic competencies in different scenarios related to the changing world.

2. Develop the growth mindset for self-improvement.

Range: Topics may include but not limited to the understanding of one’s mindset, the different impacts resulted from fixed and growth mindset, and the corresponding self-improvement strategies.

3. Employ self-regulation approach.

Range: Topics may include but not limited to the understanding of different emotions and the mechanism of one’s affective, physical and cognitive response to a variety of situations, and apply the knowledge of S-ABC model as for self-regulation.

SWPD409 Foster good habits for personal effectiveness

1. Review one’s experience in meeting challenges.

Range: Topics may include but not limited to review of one’s experience and to share the experience for building personal strength.

2. Employ interpretation strategies on resilience and application of new strategies.

Range: Topics may include but not limited to strategies for resilience and case studies in applying new approaches to handle various challenges.

3. Implement physical training exercise to enhance well-being.

Range: Topics may include but not limited to the appropriate



health check and building habit of regular exercise for well-being.

SWPD410 Articulate one’s personal goals in terms of personal potentials

1. Identify strategies for developing one’s potentials.

Range: Topics may include but not limited to set goals with personal strengths or potentials.

2. Apply strategies for self-improvement.

Range: Topics may include but not limited to applying growth mindset and building good habits for personal effectiveness on goral setting.

References:

1. Blackwell, L., Trzesniewski, K., & Dweck, C. 2007, Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention, Child Development, 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

2. Chao, M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. 2017, Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention, Journal of Experimental Psychology: General, 146(10), 1402-1419. doi: 10.1037/xge0000355.

3. DeBacker, T., Heddy, B., Kershen, J., Crowson, H., Looney, K., & Goldman, J. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals, Educational Psychology. 38(6), 711-733. doi: 10.1080/01443410.2018.1426833

4. Carlson, N., & Birkett, M. 2017, Physiology of behavior (12th ed.). England: Pearson Education Limited.

5. “Discover How to Rewire Your Brain with Neuroplasticity.” YouTube, YouTube, 11 June 2017. Retrieved from www.youtube.com/watch?v=bbLP-as1ABk.

6. Dweck, C. 2015, Carol Dweck Revisits the 'Growth Mindset', Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

7. Dweck, C. 2016, Mindset: The New Psychology of Success, New York: Ballantine.

8. Kolb, B., Gibb, R., & Robinson, T. 2003, Brain Plasticity and Behavior. Current Directions in Psychological Science, 12(1), 1-5.

9. Leung, F. Feb, 2018, Doing CBT in the Decade of the Mind: The S-ABC Model. Keynote Address at the 6th Asia CBT Conference. Dhaka, Bangladesh.

10. “Growing Lifelong Learners.” Science Impact. Retrieved from https://www.mindsetworks.com/default

11. Paunesku, D., Walton, G., Romero, C., Smith, E., Yeager, D., & Dweck, C. 2015, Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement, Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017



12. Wilson, T., & Buttrick, N. 2016, New directions in social psychological interventions to improve academic achievement, Journal of Educational Psychology, 108(3), 392-396. doi: 10.1037/edu0000111

13. Yeager, D., & Dweck, C. 2012, Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805




Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming


Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials –Smart Living

Module Code ITE3009

QF Credits 6

QF Level 3

Notional Learning

Hours 65 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




Module Aim: The module aims to: 1. strengthen learners’ knowledge and skills in immersive experience technologies, Internet

of Things, Big Data and Artificial Intelligence in order to enhance users’ experience in contemporary IT topics; and

2. develop learners’ ability to design and apply appropriate technologies in smart living and industries.

Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. use appropriate tools/software to interactively control the smart/sensors devices for

smart living;

2. apply business intelligence tools to extract big data from external sources, transform and visualize in different formats to produce insight;

3. build different types of artificial intelligence applications through cloud platforms; and

4. use appropriate tools/software to produce content for immersive experiences.




This module will be delivered in a computer laboratory.

Practical examples are given to learners to facilitate their learning.

Hands-on and task-based approaches are used to encourage learners to attain the practical skills and knowledge.

Exercises and work relevant to the programme are given to learners to facilitate them to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas:

The following Units of Competency (UoCs) from the Specification of Generic (Foundation) Competencies under the Qualifications Framework are adopted as the references for the delivery of the module in order to achieve the intended learning outcomes.

UoC#1: ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living.

Unit of Competency

Elements of Competency Performance Criteria

ITMB320A

Demonstrate knowledge and skills of contemporary IT technologies related to smart living

1. Demonstrate knowledge and skills in the Internet of Things (IoT)

1.1 Understand essentials of the IoT and give smart home/living examples

Range: Topics may include but are not limited to IoT devices, impact of digital transformation and smart home/living examples

1.2 Interconnect smart devices and sensors to produce an interactive smart application

Range: Topics may include but are not limited to interconnect smart devices and sensors, storage and process of data in the cloud platform and program the smart device using blockly



Unit of Competency


programming tools

2. Produce an interactive dashboard to explore data

2.1 Understand the usage of business intelligence tools and data visualization

Range: Topics may include but are not limited to identify different business intelligence tools and understand different type of visualization charts

2.2 Use appropriate tools to produce a dashboard with interactive features

Range: Topics may include but are not limited to apply business intelligence tools to produce an interactive dashboard, grab and visualize data to produce insight

3. Produce smart applications with artificial intelligence technologies

3.1 Understand the basic principles of artificial intelligence and its applications

Range: Topics may include but are not limited to identify different type of artificial intelligence applications and the principles behind

3.2 Create smart applications with artificial intelligence features Range: Topics may include but are not limited to face identification / recognition, face counting, voice recognition and optical character recognition

4. Produce immersive contents and apply immersive experience technologies

4.1 Understand the basic principles of augmented reality, virtual reality and mixed reality and its’ applications

Range: Topics may include but are not limited to introduce the applications of augmented reality, virtual reality and mixed reality

4.2 Product immersive contents for the use of augmented reality, virtual reality and mixed reality



Unit of Competency


Range: Topics may include but are not limited to use of augmented reality, virtual reality and mixed reality gadget, 360 degree camera, 3D model scanning

Requirements for Supporting Tools:

1. Tiny programmable computer, sensors and actuators

2. Business intelligence tools

3. Cloud computing platform

4. 360 degree camera, gadget/software for immersive contents production

5. Personal computer with appropriate peripherals, Internet access and application software

Textbooks:

In-house learning and teaching materials.

References:

1. Ejaz, W., & Anpalagan, A. (2019). Internet of Things for Smart Cities: Technologies, Big Data and Security. Springer.

2. McLaren, D., McLaren, D. P., & Agyeman, J. (2015). Sharing cities: A case for truly smart and sustainable cities. Cambridge, Massachusetts: MIT Press.

3. Hege, H. C. (2019). Data visualization: foundations, techniques, and applications. En Universidad de Lima (Ed.).



1 Oct., 2018 Dr. Wilson Cho

2 Jan., 2019 Dr. Wilson Cho

3 Sep., 2019 Freddy Wong

4 Oct., 2019 Dr. Wilson Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the characteristics and aesthetic elements through research and evaluation relating to art and design movements;

2. explore design values with an awareness of cultural contexts for effective communication and interpretation;

3. propose and associate design concepts pertinently with visual elements in the context of aesthetics and semiotics; and

4. generate potential design solutions by employing aesthetics and semiotics approaches with respect to cultural diversity and visual literacy.



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual Application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours

Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual Application of Aesthetics and Semiotics Theories

5 Review and Reflection




A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open and collaborative discussions, presentations and discourses supported by hand-outs, on-line materials and class exercises.

Students will be encouraged to apply the learned skills and knowledge to different modules in the later stage of their studies.

Assessment Scheme:



Total 100%

Essential References:

1. Hall, S 2012, This means this, this means that: a user’s guide to semiotics, 2nd edn, Laurence King Pub, London.

2. Faimon, P & Weigand, J 2004, The nature of design: how the principles of design shape our world: from graphic and architecture to interiors and products, How Design Books, Cincinnati.

Further References:

1. Kul-Want, C 2010, Introducing Aesthetics: A Graphic Guide, Totem Books, London.

2. Barry, J 1999, Art, culture, and the semiotics of meaning, St Martin’s Press, New York.

3. Fiedler, J 2012, Bauhaus, H.F, Ullmann Publishing Gmbh, Potsdam.

4. Fahr-Becker, G 2011, Art Nouveau, H.F, Ullmann Publishing Gmbh, Potsdam.

5. Koren, L 2008, Wabi-Sabi: for Artists, Designers, Poets & Philosophers, Imperfect Publishing, Decatur.

6. Kjellman-chapin, M 2013, Kitsch: History, Theory, Practice, Cambridge Scholars Publishing, Newcastle upon Tyne.

7. Jordy, W 2005,"Symbolic Essence" and Other Writings on Modern Architecture and American Culture, Yale University Press, Connecticut.

8. Mitchell, W 2002, Landscape and Power, University of Chicago Press, Chicago.





1 Feb 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

2 Mar 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

3 Jun 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

4 Apr 2011 Dr. LAM Yan Yan WONG Man Yee, Eva YAU Wai Man, Raymond

5 Jan 2012 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YAU Wai Man, Raymond

6 Nov 2014 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YUEN Suk Ping YAU Wai Man, Raymond



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs Tutorial 10 hrs Workshop 20 hrs

Visit/Seminar 3 hrs





1. differentiate various models, processes, principles, and methods of creative thinking and design thinking;

2. implement human-centred innovation basics to identify needs and define problems under guided scenarios;

3. employ divergent thinking skills to generate ideas; and

4. employ convergent thinking skills to evaluate solutions based on desirability, feasibility, and viability through prototyping and testing.




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking

Design thinking principles and process

Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions

(Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


A series of lectures will be structured to introduce the fundamentals of design thinking and creative thinking tools, supplemented by notes, on-line and other reading materials.

Workshops feature an interactive approach with handouts, group activities and discussions, and student presentations supported by tutorials.

The main learning activity will be executed through a range of exercises, on-site explorations and role-plays.


Assessment Scheme:



Total 100%

References:

1. Brown. T. & Wyatt, J. 2010, Design thinking for social innovation, Stanford Social Innovation Review, Winter 2010, 30-35.

2. Curedale, R. 2013, Design Thinking Process and Methods Manual, Design Community College Inc., Topanga, California.

3. Fung, A., Lo, A. & Rao, M.N. 2005, Creative tools, School of Design, Hong Kong Polytechnic University, Hong Kong.



4. Kolko, J. 2014, Well-designed: how to use empathy to create products people love, Harvard Business Review Press.

5. Michalko, M. 2006, Thinkertoys: a handbook of creative-thinking techniques, Ten Speed Press, Berkeley, California.

6. Tomitsch, M. et al. 2018, Design. Think. Make. Break. Repeat, BIS, Amsterdam.



1 Mar 2015 Dr. LAM Yan Yan

TAM Ka Fung, Kelvin

WONG Man Yee, Eva

LEE Siu Chung, David

2 May 2019 WONG Ngai Chi, Edwin



Module Syllabus

Module Title Cultural Studies

Module Code DES4007

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs

Visit/Seminar 8 hrs





1. interpret the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design;

2. analyse cultural elements and the important role of cultural values in art and design fields;

3. evaluate the contextual influences of selected major art and design movements on the forms, perceptions and conventions of arts, design and communication; and

4. implement research methods to analyse the relationship between arts, design and culture.




Learning Contents Indicative Contact Hours

1. Introduction to Cultural Studies

Social, technological, economical and sustainable perspectives in cultural studies

Important roles of cultural studies to art and design development

4 hours

2. The Social Revolution

Social changes and transformation

Popular culture

Consumerism

Identity

10 hours

3. Globalization vs Localization

Social norms

Creative values

Global and local cultures

Globalisation and cultural sustainability

Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements

Selected art and design movements and the contextual influences

Visual characteristics, the values and nowadays’ transformation in arts and designs

10 hours

5. Research Methods

Field research/ Contextual research methods in various art and design disciplines

Primary and Secondary research

Observation, organisation, interpretation, evaluation and presentation

18 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3 4

1 Introduction to Cultural Studies

2 The Social Revolution

3 Globalization vs Localization

4 Oriental and Western Art and Design Movements

5 Research Methods


A series of lectures will be structured to introduce the main concepts of cultural awareness and their impact in relation to arts and designs.

The main learning activity will be delivered through a range of open and collaborative discussions, presentations and cultural visits. All activities will be supplemented by hand-outs, on-line and other forms of reading materials.


Cultural research will be employed to establish students’ foundation on identifying important cultural issues and organising the findings.

Assessment Scheme:



Total 100%


1.

2.

Barker, C 2016, Cultural studies: Theory and practice, 5th edn, Sage, London.

Pickering, M 2008, Research Methods in Cultural Studies (Research Methods for the Arts and the Humanities), Edinburgh University Press, Edinburgh.



Further References:

1. Mirzoeff, N 2009, An introduction to visual culture, Routledge, New York.

2. 胡恩威 2005, 香港風格 Hong Kong Style, Tom (Cup Magazine) Publishing Limited, Hong Kong.

3. Storey, J 2012, An introduction to cultural theory and popular culture, 6th edn, University of Georgia Press, Athens.

4. Bhaskaran, L 2009, Designs of the times: using key movements and styles for contemporary design, Page One, Singapore.

5. Lefebvre, H 2008, The Production of Space, Blackwell Publishing.

6. Berger, J 2009, Ways of seeing, British Broadcasting Corporation: Penguin Books, London.

7. 陳瀅巧著，方孝謙審訂 2008，圖解文化研究，易博士文化，台北市。

8.

9.

Sparke, P 2013, An Introduction to Design and Culture: 1900 to the Present, Routledge, New York.

Christensen, B.T, Ball, L.J, Halskov, K 2017, Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, CRC Press, Balkema.

Magazines and Periodicals:

1. <http://www.culturalstudies.net>

2. <http://www.artchive.com>

3. <http://www.aestheticamagazine.com>

4. International Journal of Cultural Studies, Sage Publications, London.



1 Sep 2009 Dr. LAM Yan Yan

WONG Ngai Chi, Edwin

2 Jun 2010 Dr. LAM Yan Yan


3 Apr 2011 Dr. LAM Yan Yan

MATSUMURA Yoji




4 Jan 2012 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin


5 Feb 2015 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin

Leung Po Shan, Popo

6 April 2019 YAU Wai Man, Raymond



Module Syllabus

Module Title Computer Aided Design Fundamentals

Module Code AIP3031

QF Credits 5

QF Level 3


50 hrs


Lecture 8 hrs Tutorial - hrs Workshop/Lab 18 hrs

Visit/Seminar - hrs




On completion of the module, learners are expected to be able to:

1. identify the commonly used software, terminologies, and theories in computer aided design;

2. create basic 3D representation and modelling with accurate tools and commands; and

3. apply drawing and rendering techniques in 2D/3D design.




Learning Contents

Indicative

Contact Hours

1. Software, terminologies, & theories

Introduction to CAD basic modeling concepts and commonly used software

The solid modelingand the applications in industries

The terminologies of solid modeling

2 hours

2. Software interface, modeling tools and commands

Introduction to the software interface, viewport layout, coordinate system, and menu

Basic 2D drawing tools and drawing aids

Basic solidmodeling such as creating different primitives and Boolean operations

Application of the modifier modeling techniques such as lathe, extrude, bevel

Advance solid modeling and mesh analysis tools

16 hours

3. Rendering and Presentation Techniques

Generate 2Dl drawing and dimensioning

Computer rendering techniques for 3D design visualization and presentations

Integrated on Animation presentation

File exchange with import and export into various CAD software

8 hours


Learning Contents


1 2 3

1 Software, terminologies, & theories

2 Software interface, modeling tools and commands

3 Rendering and Presentation Techniques




A series of lectures introduces main concepts of thinking, supplemented by notes, on-line and other reading material.

The main learning activity will be a range of student exercises supported by workshops and demonstrations.

Continuous Assessment will take place throughout the module. In addition, students will be assessed based on the submission of portfolio.

Class activities and quiz will also be evaluated and assessed.

Assessment Scheme:



Total 100%


1. Adobe Press,2010, Adobe Illustrator CS5 Classroom in a Book, Adobe Creative Team,.

2. Adobe Press, 2010, Adobe Photoshop CS5 Classroom in a Book, Adobe Creative Team.

3. Scott Kelby, The Photoshop CS Book for Digital Photographers, New Riders Press

4. Randi L. Derakhshani, 2012, Autodesk 3ds Max 2012 Essentials, Wiley Publishing Inc., Indianapolis, Indiana and Canada

Further References:

1. Kelly L. Murdock, 2011, 3ds Max 2012 Bible, John Wiley & Sons. Inc., Indianapolis, Indiana and Canada

2. Steen, Joep van der., 2010, Rendering with Mental Ray and 3Ds Max, Focal Press inc., Burlington

3. Derakhshani, Randi., 2015, Autodesk 3ds Max 2016 essentials, Sybex inc., Indianapolis





1 Sept 2011 Vicky Lee

2 Mar 2012 Carling LAU / Kelvin NG

3 Jan 2015 Sherman SIU

4 Aug 2018 Aso Lam

5 Feb 2019 Allan Tsui



Module Syllabus

Module Title Design Drawing and Visualization

Module Code AIP3067

QF Credits 7

QF Level 3


70 hrs


Lecture 9 hrs Tutorial - hrs

Workshop/Lab 24 hrs

Visit/Seminar 6 hrs





1. draw the observed objects and environment by applying manual sketching techniques of lines, forms, tones and textures;

2. produce sketches to visualise form and structure, space and depth in set design drawings; and

3. render specific visual outcomes by applying light and dark, value and colour.




Learning Contents

Indicative

Contact Hours

1. Representing the observed

Line and Shape

Tone and Texture

15 hours

2. Representing the analyzed

Form and Structure Space and Depth

12 hours

3. Rendering

Light and Dark

Value and Colour

12 hours


Learning Contents


1 2 3

1 Representing the observed

2 Representing the analyzed

3 Rendering


Learning and teaching will be delivered interactively in learning-by-doing formats,

including structured lectures, demonstration, tutorials, and critique in workshops.

A practice-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

Group critiques and self-assessment encourage peer group learning and self reflection.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned with other modules.



Assessment Scheme:



Total 100%


1. Cooper, D 2007, Drawing and Perceiving: Real-World Drawing for Students of Architecture and Design, John Wiley & Sons, Inc, NJ.

2. O'Donnell, T 2009, Sketch book: conceptual drawings from the world's most influential designers, Rockport Publishers, Beverly.

Further References:

1. Ching, F 1990, Drawing, a Creative Process, Van Nostrand Reinhold, New York.

2. Shen, J & Walker, TD 1992, Sketching and rendering for design presentations, Van Nostrand Reinhold, New York.

3. Fraser, T & Bank, A 2004, Designer's color manual: the complete guide to color theory and application, Chronicle Books, California, San Francisco.



1 Aug 2011 LAU Shao Huei, Carling

2 Dec 2011 LAU Shao Huei, Carling

3 Mar 2012 LAU Shao Huei, Carling


5 Aug 2018 Crystal Ho




Module Syllabus

Module Title Structure, Materials and Forms

Module Code AIP3068

QF Credits 5

QF Level 3


50 hrs


Lecture 8 hrs Tutorial - hrs Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. identify appropriate materials and process in the realizalization of design proposals;

2. test the material performance and limitations within the intended context of application;

3. select suitable materials and structure design methods from a range of resources to support design work.




Learning Contents

Indicative

Contact Hours

1. Basic Concept

History of spaces and forms

Elements of structure: tension and compression, beam and columns

4 hours

2. Basic System

Form, vector, section, surface, height and hybrid

active Geometry structure form

4 hours

3. Materials used in Structure

Paper and wood

Steel frame Others

4 hours

4. Methods of Structure Design

Line: robes and cables; string and sticks

Line and volume: sticks and stones

Plane: shape and strength Form; functional, minimal, abstract

14 hours


Learning Contents


1 2 3

1 Basic Concept

2 Basic System

3 Materials used in Structure

4 Methods of Structure Design




A series of lectures and workshop will be used to introduce main concepts of thinking, supplemented by notes, on-line and other reading materials.

The main learning activity is a range of student exercises supported by workshops and demonstrations.

Progress report includes materials to support research activities of design studies on exploration of structure and methods, record of production process, materials sample boards.

Research exercise on topic of technology are used to facilitate the learning of collection of scrap book information, articles of technical journals in the field related to exhibition design, etc. and the sourcing for materials.

Activities such as selecting materials for the structure, methods of production and design parameters will be carried out.

The related QF competencies will be incorporated into the teaching and learning and assessment processes where appropriate.

Assessment Scheme:



Total 100%


1. Ching, Frank, 2007, Architecture: form, space, & order, 3rd Edn, John Wiley & Sons, Hoboken, N.J.

2. Vyzoviti, Sophia, 2006, Super Surfaces: generating forma for architecture, products and fashion, Page One, Singapore


1. GZ: Art + Design, Ruehle-Diebener-Publishing Co.

2. AJM Magazine, New York: MJSA.

3. Design Week, St Giles House.

4. Domus, Editoriale Domus.

5. ID, F&W Publications Inc.



6. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

7. Axis, Maruzen Co Ltd

8. Details

9 Architectural Review



1 Sep 2011 Jack Hung

2 Jan 2012 Jack Hung


4 Aug 2018 Kei Chun Yin,

Michael Kei,

Jones Yeung




Module Syllabus

Module Title Three Dimensional Design Studies

Module Code AIP3066

QF Credits 13

QF Level 3


130 hrs


Lecture 10 hrs Tutorial 36 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. identify and communicate form and space context with formal vocabularies of 3D design

elements;

2. express form and space by the principles of 3D design including proportion, balance,

rhythm and composition); and

3. articulate the additive and subtractive methods to represent or transform visual

information into 3D form and space by means of drawings and physical models.




Learning Contents

Indicative

Contact Hours

1. Definition and Organization of Form and Space

Elements of 3D design

Visual expression with reference to visual principles of 3D design

Reference of historical and contemporary art / design movements (futurism, cubism, constructivism, pop and abstraction, etc.)

formal vocabularies of 3D design elements

10 hours

2. Methods of Construction in Form and Space

Additive and subtractive

Representation and abstraction

18 hours

3. Articulation and Exploration in Form and Space

Tectonic exploration Form / space articulation and transformation

18 hours


Critical reflection on design works

6 hours


Learning Contents


1 2 3

1 Definition and Organization of Form and Space

2 Methods of Construction in Form and Space

3 Articulation and Exploration in Form and Space





Learning and teaching will be delivered interactively in a learning-by-doing format, including structured lectures, demonstration, tutorials, and critique.

A project-based and student-centered approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-directed abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and design abilities.

Group critiques and self-assessment encourage peer group learning and self-reflection.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Structure, Materials and Forms and Design Drawing and Visualisation as a support of design studies project.

Assessment Scheme:



Total 100%

Essential References: 1. Fullmer, Donna Lynne, 2013, 3D Design Basics, Fairchild Books, United States.

2

3..

Stephen Pentak, Richard Roth, David A. Lauer, 2013 | Eighth edition, Design Basics : 2D and 3D, Wadsworth, Cengage Learning, Boston, United States.

Michael Hann, 2012, Structure and Form in design : Critical Ideas for Creative Practice, Berg, English ed.

Further References:

1. Wang Shaoqiang , 2016, Color code : branding & identity, Promopress, Barcelona, Spain.

2. Francis D.K. Ching with Steven P. Juroszek, c2010 2nd ed, Design drawing, John Wiley & Sons, United States.

3. Ware, Colin 2008, Visual thinking for design, Burlington, Elsevier Science & Technology, Mass.: Morgan Kaufmann.

4. Hannah, Gail Greet 2002, Elements of Design: Rowena Reed Kostellow and the Structure of Visual Relationships, Princeton Architectural Press, UK.





1 Aug 2011 LAU Shao Huei, Carling

2 Dec 2011 LAU Shao Huei, Carling

3 May 2012 LAU Shao Huei, Carling


5 Aug 2018 Sing Cheong



Module Syllabus



1. create a full set of production and detailed drawings for different types of scenic designs with appropriate drafting techniques;

2. explain the categories of construction materials by employing appropriate design skills and means of drafting techniques;

3. apply a range of suitable materials aligning with construction techniques in order to production of temporary structure and form, and

4. operate stand construction process in a safety first manner, while following measures complied with safely regulations enforced by government authorities.

Module Title Construction and Design Details for Stage and Set

Module Code AIP4253

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial 14 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs







Learning Contents


1. Concept of Structural Design

Fundamental structural design

Concept on mechanics and ergonomic

Aesthetics, communications, operations and commercial considerations

4 hours

2. Drafting Techniques and Practicing

Working drawing techniques

Studio drafting practicing

8 hours

3. Construction Detailing

Conventional and modern construction methods

Combination of use of materials

12 hours

4. Onsite Operational Safety

Onsite operation procedures

Occupational safety regulations

Contingency plan operation

2 hours

Learning Contents


1 2 3 4

1 Concept of Structure Design

2 Drafting Techniques and Practicing

3 Construction Detailing

4 Onsite Operational Safety




Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, workshops, and critiques.

A student-centred approach will be used to provide practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-directed abilities in achieving the intended scope of outcomes and standard. Students will be required to execute technical processes independently with appropriate guidance and support, in order to foster their confidence and drafting abilities.


Lectures will be delivered to introduce the concepts of structure design, materials application, detailing and drafting practicing.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Stage and Set Design: Studio Set Design for Film and TV, Stage and Set Design: Props Design, Stage and Set Design: Sustainability, and Stage and Set Design: Stage Design.

Assessment Scheme:

References:

1. Francis D.K. Ching 2006, Building Construction Illustrated, 4th edition, Wiley, New Jersey.

2. Drew Plunkett 2010, Construction and Detailing for Interior Design (Portfolio Skills: Interior Design), Laurence King Publishers, London.




Total 100%


1 18 Mar 2015 Ivan Vai



Module Syllabus



1. distinguish 2D elements utilized in set decoration and props, with the appreciation of director’s/ production’s needs for artistic purposes;

2. exercise research and visual research to plan for the creative and production of all graphic elements in a production design and;

3. create professional stage and set graphic designs by applying appropriate printing production procedure, choices of formats and materials.

Module Title Graphic Design for Art Direction

Module Code AIP4256

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 4 hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs






Learning Contents


1. Art Direction and Graphic Design

Business, workflow and nature of stage and set industries

2D vs. 3D elements in set and props

Aesthetics and semiotics in scenic graphic design

Tools and improvisation in graphic design for art direction

Visual elements for the stage vs the camera

Graphics and visual arts within film art and performing arts

4 hours

2. Elements of Graphics Design

Color

Form

Movement

Balance and harmony

Placement and patterns

Contrast

Integration of text and images

Layout design

8 hours

3. Typographic Considerations

Type fundamentals

Legibility

Selecting typefaces

Structure

Special considerations: western, traditional and simplified Chinese typography

Types and communication

6 hours

4. Forms and Functions

Applications of production graphics design

Matte paintings

Graphic design for pre and post production

Graphic design for branding and promotion

8 hours





Assessment Scheme:

Learning Contents


1 2 3

1 Art Direction and Graphic Design

2 Elements of Graphic Design

3 Typographic Considerations

4 Forms and Functions

Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, workshops, and critiques.

A student-centred approach will be used to provide practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-directed abilities in achieving the intended scope of outcomes and standard. Students will be required to execute technical processes independently with appropriate guidance and support, in order to foster their confidence and drawing abilities.


Lectures will be delivered to introduce the concepts of graphic design,printing procedures, typography and matte painting.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Stage and Set Design: Studio Set Design for Film and TV, Stage and Set Design: Props Design, Stage and Set Design: Sustainability, and Stage and Set Design: Stage Design.

External professional participation, where appropriate, will help position the acquired knowledge in a real life context.



Total 100%



References:

1. Rob Carter, John DeMao & Sandy Wheeler, 2006, Working with Type 5: Exhibitions, RovoVision SA.

2. The Editorial Board, 2005, Exhibition Graphics, PIE Books, Tokyo.

3. Samara, T., 2007, Design Elements: A Graphic Style Manual. Rockport Publishers.

4. Mark Cotta Vaz, Craig Barron, 2002, The Invisible Art, Chronicle Books, San Francisco California.Joseph V. Mascelli, 1998, The Five C’s of Cinematography: Motion Picture Filming Technique, Silman-James Press, Los Angeles, California.

5. Drew Campbell, 2004, Technical Theater for Nontechnical People, second edition, Allworth Press, New York.

6. Michael Holt, 1994, Stage Design and Properties, revised edition, Phaidon Press, London.


Version Date Created/Revised By

1 8 Apr 2015 LI Lok Man, Norman



Module Syllabus



1. identify the demand, limitations and practices between studio set and location set decoration, according to the aesthetics, style and culture context of the script, director and the production itself;

2. communicate a complex 3D design with visualization tools in a team based environment with group synergy and effective division of labour;

3. utilize multiple 3D design and fabrication skills to dress a set on location; and

4. apply videography, shooting and editing techniques to realise, document their creation of a film set to an actualized screen product, at a selected existing location.

Module Title Location Set Design for Film and TV

Module Code AIP4248

QF Credits 7

QF Level 4


70 hrs


Lecture 4 hrs

Tutorial 16 hrs

Workshop/Lab - hrs

Visit/ Seminar 6 hrs






Learning Contents


1. Location shooting scenario and history

History of studio sets and location sets in Film and TV

Structure between the art department and others in different stages of location shoot productions

4 hours

2. Preproduction of location shoot

Aesthetics and limitations of shooting on location

Location scouting

Visualize production design proposals

Budget and logistic plans for a location shoot project

Establishing tone and foundation setting with mood and concept boards

Case studies of archived film and tv location set examples

8 hours

3. Location set dressing

Explore and apply combinations of ready-make and fabricated creations in location set and props and improvise

Integrating design and skills to generate visual styles which is coherent with the story and generate creative visual experiences for story telling

Safety, ethics and environmental issues on locations

8 hours

4. Realisation of a set on a screen

Basic theory of video shooting; exposure, aperture, shutter speed, focus, depth of field, colour balance etc

Basic operation of digital video camera

Control and setting of a video camera

Basic non-linear video editing skills

6 hours





Learning and teaching will be delivered interactively in a range of formats, including structured lectures, projects, tutorials, and presentations.

Lectures feature an interactive approach with presentation, handouts and recommended reading lists, which relates to learning objectives.

Tutorials feature a student-centred approach with group discussions, student-initiated investigations and written assignments and presentations.

Location visits and fieldwork focus on training students’ observation, technical skills and improvisation

Individual and group assignments/ projects will be issued to develop students’ independence as well as team working abilities.

Assessment Scheme:


(a) Design Studio

(b) Pro Camcorder, Video equipment

(c) Editing software

Learning Contents


1 2 3 4

1 Location shooting scenario and history

2 Preproduction of location shoot

3 Location set dressing

4 Realization of a set on a screen



Total 100%



References:

1. Shorter, Georgina 2012, Designing for Screen: Production Design and Art Direct Explained, The Crowood Press Ltd., Wiltshire, UK

2. Martingell, Paul 2013, Better Location Shooting: Techniques for Video Production. Focal Press

3. Witlock, Cathy & The Art Directors Guild, 2010, Designs on Film: A Century of Hollywood Art Direction, It Books, 1st Edition, New York, USA.

4. Honthaner, Eve. L 2010, 4th edition. The Complete Film Production Handbook. Elsevier INC., Oxford, UK.

5. Fanning, Kelvin 2009, The Location Scout, Cold God Press, Cambridge, MA, USA.

Further References

1. Sara Pendergast, Tom Pendergast, Sarah Hermsen, 2003, Fashion, Costume and Culture: Clothing, Headwear, Body Decorations, and Footwear Through the Ages UXL, MI, USA.

2. Ward, P 1994, What an Art Director Does: An Introduction to Motion Picture Production Design, Silman-James Press, Los Angles, California.

Magazines and Periodicals

1. CINEFEX, USA, Chinefex Magazine.

Online References

1. CreateHK Film Services Office

<http://www.fso-createhk.gov.hk/en/locationlibrary>.

2. Google Maps Hong Kong

<https://www.google.com.hk/maps>.

3. The Worldwide Guide to Movie Locations

<http://www.movie-locations.com/>

4. Film Business Asia

<http://www.filmbiz.asia/>

5. Hong Kong Cinemagic,

<http://www.hkcinemagic.com/en/main.asp>





1 9 Apr 2015 Norman LI



Module Syllabus



1. select appropriate materials, lightings, process and technologies in stage and set design

proposals to facilitate a chosen theme and purpose; 2. identify the nature of materials, lighting performance and limitations within the intended

context of application; 3. generate a comprehensive body of relevant information for reference and resource

support; and 4. organize a competent design solution for effective product production.

Module Title Material and Technology for Stage and Set Design

Module Code AIP4246

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs Tutorial - hrs Workshop/Lab 20 hrs Visit/Seminar - hrs







Learning Contents


1. Introduction to Basic Materials (furnishing) and Lighting in Stage and Set

Materials: types, choices in the market, properties, qualities and practical values; its formation and visual characteristic; natural, artificial and converted

Lighting: lamps, fixtures and controls; theory of light, types and how they work

16 hours

2. Identification of the Critical Issues in Selection and Application of Materials and Lighting in Stage and Set

Aesthetics aspect:

- Materials: materials and colours (colour theory), materials and texture; application details

- Lightings: colour of light and theory, fixtures

Functional aspect:

- Materials: Strength, density, durability, insulation, acoustical properties, fire resistance, regulations, maintenance, economy, availability and safety, etc

- Lightings: drawings, calculations and effects

Ecological and sustainability aspect

10 hours

Learning Contents


1 2 3 4

1 Introduction to Basic Materials (furnishing) and Lighting in Stage and Set

2 Identification of the Critical Issues in Selection and Application of Materials and Lighting in Stage and Set




Learning and teaching will be facilitated and delivered interactively in multiple formats, including structured lecturers, workshops, tutorials, and presentations.

Lectures feature an interactive approach with presentation, handouts and recommended reading lists, which relates to clear learning objectives.

Seminar sessions feature a student-centred approach with group discussions, student-initiated investigations, and written project and presentations.

Integration of the learning with design projects enables students to apply learned concepts and theories in the design process.

Assessment Scheme:

References:

1. Lupton, Ellen, 2002, Skin: Surface, Substance + Design, Laurence King, London.

2. MateriO, 2006, Amsterdam: Material world 2: innovative materials for architecture and design, Frame Publishers, Birkhauser, Basel.

3. Schittich, Christian, 2001, Building Skins: Concepts, Layers, Materials, Birkhauser, Basel.




Total 100%


1 16 Jan 2015 Ivan Vai



Module Syllabus



1. identify appropriate materials and processes in the realization of props design;

2. select suitable materials and construction process for various design purpose with the consideration of screen based media, cultural context and spatial awareness; and

3. employ appropriate props making skills to facilitate a self-defined stage and set design;

Module Title Props Design

Module Code AIP4244

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs Tutorial 16 hrs Workshop/Lab 24 hrs Visit/Seminar - hrs






Learning Contents


1. Introduction of Props Design

Overview the role of props master and fabricator in production

Case studies of working conditions of stage and set production teams

8 hours

2. Props Design and Production Process

Conducting an effective research on story background with social and cultural consideration


Budgetary Control

Scheduling and logistics of property

Liaising with other departments to fulfil set dressing requirement

12 hours

3. Props making techniques

Different types of materials

Application of props in Film/ TV vs Stage

Modelling, moulding and casting techniques

Safety issue, risk assessment and fire regulations

20 hours

4. Application of Props Design

Applying appropriate design methodologies and critical judgement

Integrating design and skills to generate visual styles which is coherent with the story and generate compelling visual experiences for story telling

12 hours





Learning and teaching will be delivered interactively in a range of formats, including structured lectures, workshops, projects, tutorials, and presentations.



Workshops focus on training students’ technical skills on video shooting and editing.


Assessment Scheme:

References:

1. Eric Hart, 2013, The Prop Building Guidebook: For Theatre, Film, and TV, Focal Press

2. Andy Wilson, 2003, Making Stage Props, The Crowood Press Ltd

3. Chris Hoggett, 1991, Stage Crafts, A&C Black Ltd

4. Michael Holt, 1993, Stage Design and Properties, Phaidon Press Ltd

Learning Contents


1 2 3

1 Introduction of Props Design

2 Props Design and Production Process

3 Props making techniques

4 Application of Props Design



Total 100%



Module Syllabus



1. analyse the possible results and challenges on given stage design;

2. produce special effects in theatre performances with appropriate operations of various stage technology according to given requirements;

3. design and execute a stage production to present creative ideas; and

4. identify and fix problems during stage setup and technical assembling processes.

Module Title Stage Design

Module Code AIP4251

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 16 hrs

Workshop/Lab 24 hrs

Visit/Seminar - hrs






Learning Contents


1. Appreciation of stage design

Stage technologies and effects applied in concerts and theatre performances

Successful examples and failed experiences

Difficulty and limitation of special effects

6 hours

2. Facilities and Devices for Stage Technology

Fixation of installed hardware and facilities in theatre venues

Rigging and hanging techniques

Technology and engineering studies: stage machinery, hydraulic system, flying system, etc.

Roles and manpower management

9 hours

3. Design Concept and Production Process

Categories of stage special effects

Magic behind the show effects

Stage effects designs and operations

Control system and safety

9 hours

4. Special Effects Production

Sound oriented project planning and execution

Technical arrangement for a sound reinforcement project

Rehearsal and performance organization

14 hours

3. Technical Implementation and Assembling

Studies of power tools, hand tools such as soldering, drilling and use of Dynabolts, Chemsets & Loxins

Procedures in AV installation

AV installation for theatres and entertainment venues

Disassemble & reassemble AVL equipment

14 hours







Workshops and practical excises will be conducted to ensure the students have understanding of concepts in stage technology.


Students will divide into groups to carry out a project and process technical planning and stage effects execution.

Assessment Scheme:

References:

1. Brockett, O.G., Mitchell, M. & Hardberger, L. (2010). Making the Scene: A History of Stage Design and Technology in Europe and the United States. TX: Tobin Theatre Arts Fund.

2. Glerum, J.O. (2007). Stage Rigging Handbook (3rd Ed). IL: Southern Illinois University Press.

Learning Contents


1 2 3 4

1 Appreciation of stage design

2 Facilities and Devices for Stage Technology

3 Design Concept and Production Process

4 Special Effects Production

5 Technical Implementation and Assembling



Total 100%



3. Hendrickson, A. (2007). Mechanical Design for the Stage. Oxford: Focal.

4. Biddlecombe, G. (1990). The Art of Rigging. NY: Dover Publications.

5. Higgs. C. (2002). Introduction to Rigging in the Entertainment Industry. Cambridge: Entertainment Technology Press.

6. Lampen S.H. (2002). Audio/Video Cable Installer's Pocket Guide. NY: MacGrill-Hill.






Module Syllabus



1. apply appropriate principle of CAD system to construct visuals such as shop flats and set props in an integrated design process;

2. manipulate 2D and 3D drawing techniques to produce a performance space design;

3. apply appropriate computer aided design tools to construct 3D computer models of developmental stage design concepts; and

4. employ appropriate image processing techniques to assist in verbal and non-verbal presentation of a design.

Module Title Stage and Set Media: Computer Aided Drafting and Visualization

Module Code AIP4245

QF Credits 12

QF Level 4


120 hrs


Lecture 4 hrs Tutorial 2 hrs Workshop/Lab 20 hrs Visit/Seminar -hrs







Learning Contents


1. Introduction to Computer Aided Design

Basic 3D drawing tools and aids

Viewport layout, coordinate system, projection and layering

Implementation of CAD

10 hours

2. Introduction to 3D modelling

Import from AutoCAD file

Production of 3D modelling in theatre spaces

Image rendering to create atmospheric spaces for a set

10 hours

3. Image Manipulation

Photoshop/Illustrator

4 hours


Critical reflection on computer aided design

2 hours

Learning Contents


1 2 3 4

1 Introduction to Computer Aided Design

2 Introduction to 3D modelling

3 Image Manipulation





Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, workshop, and reviews.

An assignment-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

Group reviews and self-assessment encourage peer/group learning and self reflection.

Lectures/Workshops will be delivered to introduce the basic skills of computer visualization.

Assessment Scheme:

References:

1. Roger Cusson, Jamie Cardoso 2010, Realistic Architectural visualization with 3ds Max and Mental Ray, Focal Press, Elsevier.

2. Jennifer O’Connor 2010, Mastering Techniques for 3D & CAD professionals, Sybex, Wiley.

3. Francis D. K. Ching 2009, Architectural Graphics, 5th edn, Wiley.




Total 100%






Module Syllabus



1. analyze archived presentation cases that employ multimedia technologies and evaluate the strategies and technique used;

2. create concepts and make plans for multimedia presentations to enhance the efficiency and effectiveness of communicating stage and set design with clients, peers and the public;

3. independently, acquire and apply specialized techniques/ task skills by utilising online/ offline tutorials and materials so as to establish customized and up-to-date presentation style; and

4. apply multimedia presentation technologies to realise a presentation for a self-defined stage and set design scenario and design proposal.

Module Title Stage and Set Media: Multimedia Presentation Technologies

Module Code AIP5053

QF Credits 6

QF Level 5


60 hrs


Lecture 4 hrs

Tutorial 10 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs







Learning Contents


1. Presentation Techniques

Ways to present ideas, concepts and design details effectively

Ways to explain features, functionality, technical specifications, detail comparisons, benefit analysis, etc

Ways to produce more effective sales pitches Ways to handle questions-and-answers session

professionally Use of storyboards

4 hours

2. Multimedia Presentation Technologies

Transformation of digital prototypes or 3D designs into compelling 3D renderings and composited imageries

Production of walkthrough, trailers and other presentation movies

Creation of interactive design presentations, immersive 3D stereoscopic environment, etc

Real time design validation

12 hours

3. Other Supporting and Promotion Technologies

Mobile-friendly responsive design websites with photo galleries and slideshows

Electronic brochures and other digital marketing materials

Use of social media such as Facebook and Google+ for promotion

10 hours

Learning Contents


1 2 3 4

1 Presentation Techniques

2 Multimedia Presentation Technologies

3 Other Supporting and Promotion Technologies




Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, tutorials, workshops, and presentations.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.


Emphasis is placed on the extent of critical analysis, problem solving and self-study effort, through students’ choice of topic.

Originality and creativity will be encouraged while students have to integrate abstract ideas, multimedia knowledge, aesthetic judgment, professional practice and complex computer applications to yield a self-defined project.

Assessment Scheme:

References:

1. Doug Matthews, 2007, Special Event Production: The process, Butterworth-Heinemann, Boston.

2. Ms N Skye McCloud, 2010, Successful Secrets of Festival, Concert and Special Event Productions (Volume 2), CreateSpace, United States.




Total 100%





Module Syllabus



1. identify and integrate virtual set technology for live production and post production;

2. identify the organization, design, production and application of digital visual effects;

3. illustrate the logistics and process of computer generated visual effects and its related media; and

4. apply non-linear editing and compositing technique to produce animation and visual effects for virtual studio.

Module Title Stage and Set Media: Virtual Set Design and Visual Effects

Module Code AIP4252

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 2 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs







Learning Contents


1. Introduction to Virtual Set Technology

Concept and application of virtual set in live production and post production

Overview of mainstream virtual set applications

Difficulty and limitation of virtual set

6 hours

2. Introduction to Digital Visual Effects

Concept and application of Digital VFX, brief history and current examples

Overview of mainstream digital VFX applications, quick tour of mainstream digital VFX applications

4 hours

3. Techniques of Digital Visual Effects

Motion graphic, video and film

Non-linear editing and compositing

Key-frame and computer animation

6 hours

4. Further Issues and Production Pipeline

Planning and preparation, types of media, file formats

Advanced compositing techniques, e.g. keying, motion tracking, color correction

Implementation of digital video/ VFX/ animation/ motion graphics in screen and projection media

10 hours

Learning Contents


1 2 3 4

1 Introduction to Virtual Set Technology

2 Introduction to Digital Visual Effects

3 Techniques of Digital Visual Effects

4 Further Issues and Production Pipeline




Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, tutorials and workshops.



Students are given full access to all means of computer aids, including source files, examples, and related software in class so that they do not only produce digital visual effects work in a professional manner but also develop their creativity by experimenting with different digital materials.

Assessment Scheme:

References:

1. Moshe Moshkovitz, 2000, The Virtual Studio: Technology and Techniques, Focal Press 2. Jeff Foster, 2006, After Effects and Photoshop: Animation and Production Effects for DV

and Film, Sybex.

3. Mark Christiansen, 2011, After Effects CS5 Visual Effects and Compositing Studio Techniques Adobe Press.

4. Trish & Chris Meyer, 2004, Creating Motion Graphics with After Effects 3rd Edition: Vol. 1 and Vol. 2, CMP Books.

5. Andrew Kramer, n.d., Video Copilot, <http://www.videocopilot.net>




Total 100%





Module Syllabus



1. conduct the comprehension of a story through analysis, idea generation, design development and synthesis to narrow the scope and set the plan for a fast paced TV production;

2. identify and integrate visualizing tools for interpreting script through mood building, costume design, props production and set design to build the visual identity of the story;

3. apply videography, shooting and editing techniques for creating a world of existence in movie production with aesthetic consideration; and

4. work in a team based environment with group synergy between various departments utilizing effective division of labour to complete design, set and property fabrication, matte painting, and on-set art direction tasks.

Module Title Studio Set Design for Film and TV

Module Code AIP4243

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 16 hrs

Workshop/Lab 24 hrs

Visit/Seminar - hrs







Learning Contents


1. Management of the design processes

Planning, monitoring and evaluating the design process

Case studies of working conditions of movie art direction production teams

8 hours

2. Identification of story attributes

Conducting an effective research on story background with social and cultural consideration


14 hours

3. Application of art direction techniques

Applying appropriate design methodologies and critical judgement

Integrating design and skills to generate visual styles which is coherent with the story and generate creative visual experiences for story telling

14 hours

4. Videography and editing techniques

Basic theory of video shooting; exposure, aperture, shutter speed, focus, depth of field, colour balance etc

Basic operation of digital video camera

Control and setting of a video camera

Basic non-linear video editing skills

16 hours

Learning Contents


1 2 3 4

1 Management of the design processes

2 Identification of story attributes

3 Application of art direction techniques

4 Videography and editing techniques




Learning and teaching will be delivered interactively in a range of formats, including structured lectures, workshops, projects, tutorials, and presentations.

Practicing art directors will give guest lectures on sharing professional experience



Workshops focus on training students’ technical skills on video shooting and editing


Assessment Scheme:


(a) Studio

(b) Pro Camcorder, Video equipment

(c) Editing software

References:

1. VCDs by Hong Kong Art Direction Association, Hong Kong Movie Art Direction series: Costume and Props, Set and Location, Lighting and Camera.

2. 雷楚雄 2009，豈只畫張電影的皮－美術總監的創作天地，知出版有限公司，香港。

3. Michael Rizzo, 2005, The Art Direction Handbook for Film, Focus Press, Massachusetts, USA.

4. Shaner, P., & Jones, G. E. (2004). Real World Digital Video (2nd ed.). Peachpit Press.

5. Goodman, R. M., & McGrath, P. J. (2003). Editing Digital Video. McGraw-Hill 6. Lisa Fitzpatrick, 2009, The Art of Avatar: James Cameron's Epic Adventure, Abrams,

New York

7. Jane M. Struthers (Editor), Jan Harlan (Editor, Introduction), Chris Baker (Illustrator), Steven Spielberg (Foreword), Brian Aldiss (Commentary), 2009, A.I. Artificial Intelligence: From Stanley Kubrick to Steven Spielberg: The Vision Behind the Film, Thames &



Total 100%



Hudson, London.

8. Mark Cotta Vaz, 2002, The Art of Star Wars, Episode II - Attack of the Clones, LucasBooks, New York.

9. 雷楚雄 2009，一個中國機器人的夢－－機器俠，知出版有限公司，香港。

10. Ward, P 1994, What an Art Director Does: An Introduction to Motion Picture Production Design, Silman-James Press, Los Angles, California..

Magazines and Periodicals 1. CINEFEX, USA, Chinefex Magazine. Online References

1. Movie Trailers,

<http://www.apple.com/trailers>.

2. 电影《画皮》官方网站，

<http://huapi.ent.sina.com.cn/>.

3. 機器俠 kungfu cyborg,

<http://kungfucyborg.meiah.com/>.

4. Otnemem,

<http://www.otnemem.com/mem.html>.

5. Film Insomnia,

<http://dontcloseyoureyes.warnerbros.com/>.

6. Film Sky Captain & The World of Tomorrow,

<http://www.skycaptain.com/>.

7. Film Lust Caution,

<http://www.bvi.com.tw/movies/lust_caution/main.html>.






Module Syllabus



1. produce stage and set design by applying various sustainability design principles;

2. identify site problems, opportunities and constraints by implementing comprehensive site investigation;

3. produce stage and set design by integrating both spatial design and structural knowledge; and

4. present design concepts with appropriate computer graphics.

Module Title Sustainable Design for Stage and Set

Module Code AIP4247

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 16 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs








Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, tutorials, and critiques.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and design abilities.


Lectures will be delivered to introduce the basic concepts of form, space, structure, scale

Learning Contents


1. Introduction of Sustainable Design Principles

Economy of resources

Life cycle design

Humane design

8 hours

2. Advanced Structure System

Temporary structure and components

Sustainable platforms/ flats systems

Sustainable building materials

8 hours

3. Sustainable Scenic Design

Strategies for different types of scenery

Reduce, reuse and recycle

10 hours

Learning Contents


1 2 3 4

1 Introduction of Sustainable Design Principles

2 Advanced Structure System

3 Sustainable Scenic Design



& proportion and aesthetics of stage and set.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Material and Technology for Stage and Set, Stage and Set Media: Computer Aided Drafting and Visualization.

Assessment Scheme:


1. Fred Lawson, 2000, Congress, convention and exhibition facilities: planning, design and management, Architectural Press, Oxford

Further References

1. Sandu Cultural Media, 2005, 2005 World Exposition Aichi Japan, Sandu Cultural Media (Hong Kong) Co., Ltd, Hong Kong

2. Bureau of Shanghai World Expo Coordination, 2010, Expo 2010 Shanghai China Official Album, China Publishing Group Corporation, Shanghai

3. Martin M. Pegier, 2006, Contemporary exhibit design No.2, Visual Reference Publications, New York

4. Bridget Vranckx, 2006, Exhibition Design – high impact solutions, Collins Design, New York




Total 100%





Module Syllabus



1. apply holistic research method and make educated decisions to achieve a era-specific theme design and operation with the support of substantial background knowledge of from literature and case studies;

2. develop interactive events by integrating various show control and audio-visual applications for time-specific theme purpose; and

3. devise media-assisted proposals on a time-specific theme design according to the conditions of a given scenario.

Module Title Themed Experience Design

Module Code AIP4254

QF Credits 7

QF Level 4


70 hrs









Learning Contents


1. Introduction to the Era-Specific Theme Design

Concept and application of era-specific theme design Extraction of useful information from literature and visual

references

Aesthetics and semiotics across niche art and mass media, culture and class

Successful examples and failed experiences

4 hours

2. Technologies in Era-Specific Theme Design

Overview of different types of attractions in era-specific theme design

Lighting, audio, display and special effect controls in different designs

General control concepts and data communication Video: multimedia display equipment

Control: programming and integration of lighting, audio, video to develop interactive experience

Sensors: optical sensors, pressure sensors, contact closures

12 hours

3. Implementation of Era-Specific Theme Design

Overall Planning Production of era-specific theme design

10 hours

Learning Contents


1 2 3

1 Introduction to the Era-Specific Theme Design

2 Technologies in Era-Specific Theme Design

3 Implementation of Era-Specific Theme Design




Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, demonstrations, tutorials, workshops, and presentations.



Assessment Scheme:

References:

1. Huntington, J, 2007, Control Systems for Live Entertainment. Burlington: Focal Press.




Total 100%





Module Syllabus



1. identify the roles of a stage and set designer with respect to the design profession, the society and the business context;

2. organize how work ethics, contractual and legal responsibilities and professional attitude in project management should be implemented in the stage and set design industry;

3. identify the roles of other stakeholders in relation to the project’s goal; and

4. apply analytically the acquired professional and business knowledge in stage and set design projects, where independent studies, inferences and decisions need to be made.

Module Title Professional Practice: Design and Business for Stage and Set Design

Module Code AIP5052

QF Credits 17

QF Level 5


170 hrs


Lecture 36 hrs

Tutorial - hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs







Learning Contents


1. Stage and Set Design Practice

Stage and set design industries in the local, Mainland, and global environment

4 hours

2. Design Profession in Social, Trade and Legal Contexts

(Hong Kong and Mainland cases)

Work ethics and social responsibilities

Legal aspects of design including Intellectual Property Rights (IPR)

Building, construction and electronic regulations and types of contract

24 hours

3. Stage and Set Design in Business

Organization of company and establishment of business

Market research, planning and forecasting

Branding

Promotion and communication

Product and service development

China and Asian markets

24 hours

Learning Contents


1 2 3 4

1 Stage and Set Design Practice

2 Design Profession in Social, Trade and Legal Context

3 Stage and Set Design in Business




Learning and teaching will be delivered interactively in a range of formats, including structured lectures, seminars, visits, projects, tutorials, and presentations.

Lectures feature an interactive approach through presentations with handouts and recommended reading lists.

Seminar sessions feature a student-centred approach with group discussions, student-initiated investigations, and written projects and presentations.

External professional participation, where appropriate, will help students be aware of different company cultures and practices, and position the acquired knowledge in a real life context.

Team work and role play are used to simulate the multidisciplinary professional work environment.

Assessment Scheme:


1. Albert W. Rubeling FAIA. 2007, How to Start and Operate Your Own Design Firm, Second Edition: A Guide for Interior Designers and Architects, Allworth Press, New York.

2. David W. Patterson 2008, Getting a job in architecture and design, W.W. Norton.




Total 100%





Module Syllabus



1. evaluate the critical success factors regarding to the basic operation in performing arts business of selected local and global companies;

2. analyse personal strengths, weaknesses, abilities, opportunities and direction for personal career development in performing arts business; and

3. prepare a professional portfolio with portfolio management and interview techniques to present personal strengths and abilities in performance space design.

Module Title Professional Practice: Portfolio and Career Management for Stage and Set Design

Module Code AIP4242

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 10 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs







Learning Contents


1. Introduction to Design Management

Company structure in performing arts management

Performing arts business organization: establishment, operation and management

11 hours

2. Self-Analysis and Career Planning

Personal analysis and reflection

Portfolio analysis

Job and further study opportunities

5 hours

3. Portfolio Management

Introduction to different portfolio formats including print, digital and online

Organisation and design of a professional portfolio

Portfolio presentation skills

5 hours

4. Interview Techniques for Designers

Preparation for job, study on industry trend and companies

Before, during and after the interview

5 hours

Learning Contents


1 2 3

1 Introduction to Design Management

2 Self Analysis and Career Planning

3 Portfolio Management

4 Interview Techniques for Designers




Learning and teaching will be delivered interactively in a range of formats, including structured lectures, seminars, visits, projects, tutorials, and presentations.

Career assessment, demonstration of portfolio reviews and mock interviews will also be conducted.


Seminar sessions feature a student-centred approach with group discussions, student-initiated investigations and written assignments and presentations.

External professional participation, where appropriate, will help position the acquired knowledge in a real life context.

Integration of learning with other modules, such as design studios, Languages and Whole Person Development, will be encouraged in order that students may apply learned practices and concepts across modules.

Assessment Scheme:


1. Kathryn Best, 2006, Design Management: Managing Design Strategy, Process and Implementation (Ava Academia), AVA Publishing.

2. Kliment S A., 2006, Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications, 2nd edition, W W Norton.

Further References

1. Eisenman S, 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers.

2. Stitt F 1990, Design Office Management Handbook, Arts, & Arch Press, Santa Monica, Calif.

3. Bender D M 2008, Design Portfolios: Moving from Traditional to Digital, Fairchild Publications.

4. Preddy S, 2004, How to Market Design Consultancy Services: Finding, Winning, Keeping and Developing Clients, 2nd edition, Gower, Surrey.



Total 100%



5. Bachner J P & Khosla N K, 1977, Marketing and Promotion for Design Professionals, Robert E Krieger, Malabar, Fla.

6. Knackstedt M V, 1993, Marketing and Selling Design Services: The Designer Client Relationship, Van Nostrand Reinhold, New York.

7. Fawcett-Tang R, 2008, Experimental Formats 2: Books, Brochures, Catalogs, (v. 2), RotoVision.

8. Oppenheim S, 2003, Portfolios That Sell: Professional Techniques for Presenting and Marketing Your Photographs, Amphoto Books.

9. Tain L, 2003, Portfolio Presentation for Fashion Designers, Fairchild Publications, New York.

Magazines and Periodicals

1. Design Review, Tradervine Ltd, London.

2. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

3. Design Management Journal, Design Management Institute, Boston.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Blue print, Progressive Media Markets Ltd., UK.

8. Domus, Domus, Italy.

Online References

1. Design Management Review, [online] Available at: <http://www.dmi.org/dmi/html/publications/journal/journal_d.jsp>

2. Career Services, University of Alabama at Birmingham, [online] Available at:

3. <http://www.careercenter.uab.edu/NEW_CAREER_SERVICES/Students/InfoBriefs.asp>

4. Career Development and Employment, Royal Melbourne Institute of Technology, [online] Available at:

5. <http://www.rmit.edu.au/browse?SIMID=kcilggxbczo91>

6. Design portfolio samples, [online] Available at:

<http://dmoz.org/Arts/Design/Industrial/Portfolios>

<http://dir.yahoo.com/Arts/Design_Arts/Industrial_Design/Industrial_Designers/Personal_Exhibits>



Module Syllabus



1. evaluate the functions and value of costume, hair-style and make-up for media entertainment, live performance and its related applications;

2. identify and derive concepts on costume design, selection of garment and reference hair and make-up styles for a performing actor; and

3. devise costume design proposals as part of a holistic art direction project scenario.

Module Title Expanded Studies: Costume, Hair-styling and Make-up for Production Design

Module Code AIP4261

QF Credits 7

QF Level 4


70 hrs









Learning Contents


1. Character Design: Overview and Theories

Theories and appreciation of costume design Role and structure of costume department in production

design of film and TV versus the theatre and other live performances

Break down of costume, hair dressing and make-up for media and live performance

Visual Research for costume and character design

6 hours

2. Costume Design Concepts and Aesthetics

Principles and methods of costume design Mix and matching of garment for styling

Background, culture and era for costume, hair-style and make-up

Fashion and costume aesthetics

12 hours

3. Presentation and Communication for Art Departments

Practical issues and limitations of costume design, hair-styling and make-up for media productions and live performances

Safety and ethics

Casting, fitting and actor/ celebrity makeover Techniques for “total image” presentations

8 hours

Learning Contents


1 2 3

1 Character Design: Overview and Theories

2 Costume Design Concepts and Aesthetics

3 Presentation and Communication for Art Departments




Learning and teaching will be delivered interactively in a learning-by-doing approach, including structured lectures, workshops, visits, and presentations.



Assessment Scheme:

References:

1. Campbell Drew 2004, Technical Theater for Nontechnical People, second edition, Allworth Press, New York.

2. Hagen, K 2005, Fashion Illustration for Designers, Pearson/Prentice Hall, Upper Saddle River, New Jersey.

Online References

1. www.wgsn-edu.com

2. www.style.com




Total 100%





Module Syllabus



1. execute a project working with team members of multi-disciplinary background and contribute own programme/stream specific knowledge and skills;

2. manage project(s) acquiring multiple and unfamiliar sources of resources;

3. identify project opportunities across disciplines through broad-based research;

4. apply integrated skills and methodologies to tackle intricate design and related problems; and

5. present a design proposal effectively to clients and audiences with different backgrounds.

Module Title Expanded Studies: Inter-Disciplinary Project

Module Code DES4015

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 12 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs






Learning Contents


1. Management of the project

Planning, executing, monitoring, and evaluating the design and related processes

Cross-disciplinary team work: time-management, definition of roles, division of work, management of workflow, resources, decision-making, etc within a multi-disciplinary team

4 hours

2. Identification of project opportunities

Identifying cross-disciplinary trends and project opportunities

Establishing the design criteria and project brief

6 hours

3. Integration of knowledge, skills and methodologies to develop innovative solutions

Integrating appropriate knowledge, skills and methodologies in design, business, culture, sustainability, technology, production and related fields

Applying critical judgment with integrated knowledge and skills to generate innovative solutions satisfying the design criteria and project objectives

12 hours

4. Application of visualisation and presentation skills

Applying appropriate integrated communication skills to realise design ideas, including graphic, multimedia, CAD, prototype, verbal presentation and written report

Applying appropriate formats and media to communicate effectively with target clients and audiences of different backgrounds

4 hours





Assessment Scheme:


Learning Contents


1 2 3 4 5

1 Management of the project

2 Identification of project opportunities

3 Integration of knowledge, skills and methodologies to develop innovative solutions

4 Application of visualisation and presentation skills

Learning and teaching will be accomplished interactively in a range of formats including structured lectures, seminars, demonstrations, tutorials, group discussions, workshops, visits and presentations.

The cross-disciplinary project nature reflects real life situations in the work environment and broadens students’ learning.

Project-based and team-work approaches provide hands-on opportunities for students to integrate and apply learned knowledge and skills, and develop their team-work skills and interpersonal capabilities.

Group critiques, peer and self-assessment encourage peer group learning and self-reflection.

Collaboration with real clients is encouraged to help students position the project in real-life contexts.



Total 100%

1. Best, K 2006, Design Management: Managing Design Strategy, Process and Implementation (Ava Academia), AVA Publishing, Lausanne, Switzerland.

2. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th edn, Hyphen Press, London.



Further References:

1. Fiell, C 2005, Designing the 21st Century, Taschen, Köln.

2. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg Publishers.

3. Hanft, A and Popcorn, F, 2001, Dictionary of the Future: The Words, Terms and Trends That Define the Way We'll Live, Work and Talk, Hyperion.

4. Ochoa, G & Corey, M 2006, The 100 Best Trends, 2006: Emerging Developments You Can't Afford to Ignore, Adams Media Corporation.

5. McDonough, W and Braungart, M 2002, Cradle to Cradle: Remaking the Way We Make Things, North Point Press.

6. Jones, CJ 1992, Design Methods, Van Nostrand Reinhold, New York.

7. McKelvey, K & Munslow, J 2003, Fashion Design: Process, Innovation and Practice, Blackwell, Oxford.

8. Calver, G 2003, Retail graphics, Crans-Près-Céligny, RotoVision, Hove.

9. Bhaskaran, L 2004, Size Matters: Successful Graphic Design for Large Amounts of Information, RotoVision, Mies, Switzerland.

10. Baggerman, L 2000, Design for Interaction: User-Friendly Graphics, Rockport Publishers, Rockport, Mass.

11. Grear, M 2006, Inside/Outside: From the Basics to the Practice of Design, 2nd Edn, Van Nostrand Reinhold, New York.

12. Wikie, B 1996, Creating Special Effects for TV and Video, North Light Books, Oxford, Boston.

13. Owsinki B 2010, The Music Producer's Handbook: Music Pro Guides (Technical Reference), Hal Leonard Books, New York.

14. Shrimpton, L 1997, Encyclopedia of Interior Design, Fitzroy Dearborn Pub, London; Fitzroy Dearborn Publisher, Chicago.

15. Green, W R 2000, The Retail Store, Design and Construction, 2nd edn, IUniverse.

16. Pegler, M 2005, Designing the world's best exhibits, Visual Reference Publications, New York.

17. Shedroff, N 2001, Experience design, New Riders, Indianapolis.

18. Panero, J 1979, Human Dimensions & Interior Space: A Source Book of Design Reference Standards, Whitney Library of Design, New York.

19. Watkins, D 2000, Design Sourcebook: Jewellery, New Holland.

20. Peclers Trend Book, Peclers, Paris.






2. Domus, Editoriale Domus, Italy.



5. Green Places, Landscape Design Trust, UK.

6. Axis, Maruzen Co Ltd, Japan.

7. 21.C, ABC Enterprises, Crows Nest, NSW.

8. Assemblage, MIT Press, Cambridge, Mass.

9. Metropolis, Bellerophon Publications.

10. Wallpaper, Time Life Entertainment Group Ltd.


12. Collezioni, Logos Publishing Srl.

13. Vogue, Conde Nast Publications.

14. i-D, Levelprint Ltd.

15. Popular Science, Bonnier Magazine Group, US.

16. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.


1 22 Feb 2010 CHAN Sau Lin, Circula

2 30 Mar 2010 CHAN Sau Lin, Circula

3 16 Aug 2010 CHAN Sau Lin, Circula

4 24 Jan 2011 CHAN Sau Lin, Circula




Module Syllabus



1. evaluate the functions and value of lighting design and technologies for scenic design and its related applications;

2. apply appropriate techniques in lighting design and programming to commonly used in the exhibition industry to various lighting tasks; and

3. devise lighting design proposals for a given set decoration design scenario.

Module Title Expanded Studies: Introduction to Lighting Design

Module Code AIP4249

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs

Tutorial 8 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs







Learning Contents


1. Lighting Design: Aesthetics and Theories

Theories and appreciation of basic lighting design Application of lighting design in set decoration, theatre and

live performance

Lighting Aesthetics

6 hours

2. Lighting Design: Fixtures and Applications

Stage lighting versus cinematographic lighting Different types of stage lighting fixtures and rigs

Importance of colour temperature for different lighting fixtures

Lighting design applications

8 hours

3. Practical Issues of Lighting Design and Programming

Practical issues of lighting design and programming

Safety and loading

Structure of lighting departments, equipment rentals, workflow of lighting designs, emergency preparedness, rehearsals and previews, venue studies

Approaches for set decorative lighting and different theatre and performance venues

Documents for lighting design and programming

12 hours

Learning Contents


1 2 3

1 Lighting Design: Aesthetics and Theories

2 Lighting Design: Fixtures and Applications

3 Practical Issues of Lighting Design and Programming







Assessment Scheme:

References:

1. Schiller B 2010, The Automated Lighting Programmer's Handbook, second edition, Focal Press, Boston.

2. Keller M. & Weiss J 1999, Light Fantastic: The Art and Design of Stage Lighting, Prestel Publishing, New York.

3. James Moody & Paul Dexter 2009, Concert Lighting: Techniques, Art and Business, Third Edition, , Focal Press, Boston.

4. Campbell Drew 2004, Technical Theater for Nontechnical People, second edition, Allworth Press, New York.




Total 100%





Module Syllabus



1. have the basic knowledge of world-famous theatre plays and scripts;

2. realize the basic methodologies of theatre play analysis;

3. apply appropriate techniques in transforming intangible play analysing ideas into tangible performance space design concepts.

4. devise set design proposals for a given scenographic scenario.

Module Title Expanded Studies: Play Analysis and Theatre Aesthetics for Stage & Set Design

Module Code AIP4290

QF Credits 13

QF Level 4

Notional LearningHours

130 hrs


Lecture 12 hrs

Tutorial 16 hrs

Workshop/Lab 24 hrs

Visit/Seminar - hrs







Learning Contents


1 World Theatre Play: Stories and Aesthetics

Introduction of Theatre History Appreciation of World Theatre Stories and Scripts

Application of Performance Space Concepts in Theatre Set Design,

Aesthetics of Production Design, Theatre Design and Scenography.

12 hours

2 Theatre Aesthetics: Applications

Telling Story in Theatre and Film environment

Single Play adaptions in different theatre spaces Theatre Aesthetics and Performance Spaces

16 hours

3 Practical cases studies: Theatre Sets verses Film Sets

Practical issues Theatre Sets and Film Sets

Safety and loading

Structure of Set Design departments, equipment rentals, of Set Designs, emergency preparedness, rehearsals and previews, venue studies

Approaches for Set Design concepts in different theatre and performance venues

Documents for Set Design and practical workflow

24 hours

Learning Contents


1 2 3 4

1 World Theatre Play: Stories and Aesthetics

2 Theatre Aesthetics: Applications

3 Practical cases studies: Theatre Set Spaces verses Film Set Spaces







Assessment Scheme:

References:

1. Peter Brook 1968, The Empty Space, First Touchstone Edition 1996, Simon & Schuster, New York.

2. David Ball 1983, Backwards & Forwards: A Technical Manual for Reading Plays, first edition, Southern Illinois University




Total 100%


1 10 Jan 2019 Allan Tsui



Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4


300 hrs


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





1. integrate a broad range of knowledge and skills to achieve a holistic design solution;

2. identify project opportunities through research in selected discipline;

3. initiate, plan and manage projects with critical judgment;

4. execute a design project independently, applying integrated skills and methodologies and taking into account business, technological and production parameters; and

5. present a design proposal effectively and professionally for selected situation(s).




Learning Contents

Indicative

Contact Hours

1. Management of the design process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of project opportunities

Identifying and forecasting relevant trends (local and non-local including China) in design, market, industry, technology and society

Identifying user’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

Establishing the design criteria and project brief

12 hours

3. Application of design knowledge to develop innovative holistic solutions

Applying appropriate design methodologies and critical judgment

Integrating design knowledge and skills to generate innovative designs that achieve the design criteria and objectives which are coherent with the positioning, user’s / client’s needs / wants, create added value and provide fresh user experiences

Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

Contemplating business concerns including trend forecasts, marketplace and client’s objectives

Innovative use of technologies, e.g. incorporation of appropriate technologies in design and production

Considering production concerns, e.g. material application, manufacturing / construction, quality control

18 hours

5. Application of visualisation, presentation, and evaluation 18 hours



Learning Contents

Indicative

Contact Hours

skills

Applying integrated communication skills to realise design ideas, e.g. graphic, multimedia, CAD, prototyping, verbal presentation, and report writing, etc

Professional presentations demonstrating the individual portfolio style of student, or the brand image of client

Applying analytical and evaluation skills to review and evaluate project outcomes


Learning Contents


1 2 3 4 5

1 Management of the design process

2 Identification of project opportunities

3 Application of design knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills




Learning and teaching will be accomplished interactively in multiple formats, including structured lectures, seminars, demonstrations, tutorials, workshops, visits, and presentations, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Collaborative projects with clients may be integrated to help students position the project in a real-life context. Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.


Assessment Scheme:



Total 100%


1. Tomitsch, M et al. 2018, Design. Think. Make. Break. Repeat.: A handbook of methods, BIS Publishers, Amsterdam.

2. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

Further References:

1. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

2. Visocky, O G J & Visocky, O G K 2017, The designer’s research manual: Succeed in design by knowing your clients and what they really need, 2nd edn, Rockport Publishers, Gloucester, Mass.

3. Ware, C 2011, Visual thinking for design, Elsevier/Morgan Kaufmann, Amsterdam.

4. Best, K 2015, Design management: Managing design strategy, process and implementation, Fairchild Books.



5. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

6. Jones, C J 2008, Design methods, 2nd edn, Wiley.

7. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

8. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

9. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

10. Walker, S 2008, Sustainable by design: Explorations in theory and practice, NYU Press, New York.

11. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

12. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

13. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

14. Manzini, E 2015, Design, when everybody designs: An introduction to design for social innovation, MIT Press, Cambridge.

15. Boeijen, A et al. 2017, Delft design guide: Design methods, Delft University of Technology, Faculty of Industrial Design Engineering, BIS Publishers, Amsterdam.

16. King, S & Chang, K 2016, Understanding industrial design: Principles for UX and interaction design, O'Reilly Media.

17. Pavliscak, P 2018, Emotionally intelligent design: Rethinking how we create products, O′Reilly.

18. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

19. Cancellaro J 2005, Exploring sound design for interactive media (Design exploration), Thomson, USA.

20. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

21. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

22. Bhaskaran, L 2004, Size matters: Successful graphic design for large amounts of information, RotoVision, Mies, Switzerland.

23. Evamy, M & Robert, L 2004, In sight: A guide to design with low vision in mind, RotoVision, Hove; Mies, Switzerland.

24. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.

25. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

26. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.



27. Panero, J 1979, Human dimensions & interior space: A source book of design reference standards [electronic resource], Whitney Library of Design, New York.

28. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

29. Ching, F D K 2014, Architecture, form, space and order, 4th edn, Wiley, New York.

30. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

31. Hough, M 2004, Cities and natural process: A basis for sustainability [electronic resource], Routledge, London; New York.



2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.













16. Landscape Architecture, ASLA.





21. 中國園林, 中國風景園林學會.




Online References:

1. Design Agenda <http://www.designagenda.me/>

2. 景觀中國 < http://www.landscapecn.com>

3. 中國市場概況 < http://www.hktdc.com/info/mi/cmfs/tc/中國市場概況.htm>




2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita

4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula






Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


103 hrs

Contact Hours: 13 hrs (Coaching and Student Support Activities ^) (for full time pre-employment)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs (for full time pre-employment)

Self-study Hours: - hrs (for full time pre-employment)


# Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment presentation and self-reflection sessions.



1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify design’s roles and potentials to add value in business and various organisations.




Learning Contents and Processes

Indicative

Contact Hours

1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including:

Statement of Understanding among the participating organisations, HKDI/VTC and the students

Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisor

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on: Characteristics of the assigned operational unit Practices at the workplace Work attitude and performance expectation of the

employer Role of design and creativity in the organisation (if

applicable) Learning points from the attachment and relation with

learnt knowledge and professional/technical skills Reflection and evaluation of own performance, strengths

and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.

Assessment Scheme:



Total 100%



Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation by Industry Mentor*

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation#

relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation: Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40% Pass (P): 40-100%


1. Relevant staff/employee/trainee handbooks of the participating organisations or companies

2. Guidelines for Industrial Attachment, Design Discipline



Further References:

1. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

2. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

3. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

4. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

5. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

6. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

7. Eisenman, S 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers, Mass.

8. Brainard, S 2005, A Design Manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

9. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.

10. Jones, C J 2008, Design methods, 2nd edn, Wiley.

11. Calabretta, G, Gemser, G & Karpen, I 2016, Strategic design: Eight essential practices every strategic designer must master, BIS Publishers.

12. Ramroth, W 2006, Project management for design professionals, Kaplan Business, Chicago.

13. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

14. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

15. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

16. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

17. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

18. Wikie, B 1996, Creating Special Effects for TV and Video, North Light Books, Oxford, Boston.

19. Glen B 2008, Handbook for Sound Engineers, 4th edn, Focal Press, USA.

20. Grear, M 2006, Inside/Outside: From the Basics to the Practice of Design, 2nd edn, Van Nostrand Reinhold, New York.

21. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

22. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.

23. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

24. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.



25. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

26. Piotrowski, C M 2013, Professional practice for interior designers. John Wiley & Sons.

27. Ching, F D K 2011, A visual dictionary of architecture, 2nd edn, John Wiley & Sons.

28. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

29. Doreen W 2014, Hong Kong Media Law: A guide for journalists and media professionals, 2nd expanded edn, Hong Kong University Press, Hong Kong.

30. Itule, B D & Anderson, D A 2007, News writing & reporting for today’s media 7th edn, McGraw-Hill, New York.

31. Kenneth, K 2016, Photojournalism: The professionals’ approach, 7th edn, Focal Press.

32. Tony, H 2015, Journalism: Principles and practice, 3rd edn, SAGE Publications.

33. Turow, J 2012, Media today: An introduction to mass communication, Routledge, New York.

34. 展江主譯，2014，新聞報道與寫作，新華出版社，北京。



2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

























4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian


Architecture, Interior and Product Design Programme Board Higher Diploma in Stage and Set Design (DE114508) Appendix 1


APPENDIX 1 – Module Assessment Scheme



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN3003 / 職業中文傳意：普通話對話與匯報


b 課程編號/名稱 DE114508/ HD in Stage and Set Design c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA)

50%

a 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

b 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

c 針對情景與說話對象，運用適當的說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114508/ HD in Stage and Set Design c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修 22 小時語言實驗室 4 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

b 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme (AY2020/21)

1 Module Details a Module Code/Title LAN4108 / English and Communication:

Persuasive Presentations b Programme Code/Title DE114508/ HD in Stage and Set Design c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of

Contact Hours: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-study

Hours)

2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking () the appropriate box(es))

Continuous Assessment

End of Module Assessment

a

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/ argument, and evaluation

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package b No. of assessment(s) 1 1

c CA component as a % of module mark

25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114508/ HD in Stage and Set Design c QF Credits 10







Assessment Hours: - hrs (Outside

Contact/Self-study Hours)





a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form





25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114508/ HD in Stage and Set Design c QF Credits 9







Assessment Hours: - hrs (Outside Contact/Self-study

Hours)





a

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form





25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114508/ HD in Stage and Set Design

c QF Credits 6












a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%




Nil





Workplace Interaction b Programme Code/Title DE114508/ HD in Stage and Set Design

c QF Credits 6












a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil



Module Assessment Scheme [AY2020/21]

1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114508/ HD in Stage and Set Design

c QF Credits 6


e Notional Learning Hours (total)

60







CA In-class exercise

EA Project Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1

b Weighting as a % of module mark

50% 50%

4 End-of-Module Assessment (EA)

a Duration of EA Nil


Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace


c QF Credits 3



30







CA E-portfolio

EA Mock Interview

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness


c QF Credits 6



60







CA In-class exercise

EA Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title ITE3009 / Information Technology Essentials – Smart Living


c QF Credits 6



65



Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs





Workshop EA

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 4 1


50% 50%




Nil




1 Module Details

a Module Code/Title DES4008 / Aesthetics and Semiotics

b Programme Code / Title DE114508/ HD in Stage and Set Design

c QF Credits 11



110



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA

Assig’ts / Exercise

Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 2 - - - 1


40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks 20% Ideation and development 30% Final work and application 10% Reflection


Nil




1 Module Details

a Module Code/Title DES3006 / Creative and Design Thinking


c QF Credits 10



100



Lecture 6 hrs Tutorial 10 hrs Workshop/Lab 20 hrs Visit/Seminar 3 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 15% Needs/problem identification and analysis 15% Ideas generation 20% Presentation and reflection


Nil




1 Module Details

a Module Code/Title DES4007 / Cultural Studies


c QF Credits 15



150



Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs Visit/Seminar 8 hrs





CA components EA


Lab / Workshop

Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


40% - - - 60%



b Distribution of marks 15% Field and Secondary Research 30% Analysis and Interpretation 15% Presentation


Nil




1 Module Details

a Module Code/Title AIP3031 / Computer Aided Design Fundamentals


c QF Credits 5



50



Lecture 8 hrs

Tutorial - hrs Workshop/Lab 18 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%


a Duration of EA Last 4 Weeks

b Distribution of marks 20%CAD 3D model 20% Rendering


Nil




1 Module Details

a Module Code/Title AIP3067 / Design Drawing and Visualization


c QF Credits 7



70



Lecture 9 hrs

Tutorial - hrs Workshop/Lab 24 hrs Visit/Seminar 6 hrs

Self-study Hours:31 hrs Assessment Hours: - hrs




CA components EA


Lab / Workshop /

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%


a Duration of EA Last 4 weeks

b Distribution of marks 20% 3D visualisation 20% Rendering


Nil




1 Module Details

a Module Code/Title AIP3068/ Structure, Materials and Forms


c QF Credits 5



50 hrs



Lecture 8 hrs

Tutorial - hrs Workshop/Lab 18 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1 - - 1


25% 25% - - 50%



b Distribution of marks 25% Structure 25% Workmanship


Nil



Module Assessment Scheme [AY 2020/21]

1 Module Details

a Module Code/Title AIP3066 / Three Dimensional Design Studies


c QF Credits 13



130



Lecture 10 hrs

Tutorial 36 hrs Workshop/Lab - hrs Visit/Seminar 6 hrs

Self-study Hours:78 hrs




CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%



b Distribution of marks 40% 3D design 20% Visualization works


Nil




1 Module Details

a Module Code/Title AIP4253 / Construction and Design Details for Stage and Set Design


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - 2 - - 1

b Weighing as a % of module mark

- 50% - - 50%



b Distribution of marks 20% Drafting technique 30% Accuracy and quality


Nil




1 Module Details a Module Code/Title AIP4256 / Graphic Design for Art Direction b Programme Code/Title DE114508 / HD in Stage and Set Design c QF Credits 6 d QF Level of Module 4 e Notional Learning

Hours (total) 60



Lecture 4 hrs Tutorial 4 hrs Workshop/Labs 18 hrs Visit/Seminars -hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- 50% - - 50%



b Distribution of marks 30% Design and concept 20% Technique


Nil




1 Module Details a Module Code/Title AIP4248 / Location Set Design for Film and TV b Programme Code/Title DE114508 / HD in Stage and Set Design c QF Credits 7 d QF Level of Module 4 e Notional Learning

Hours (total) 70



Lecture 4 hrs Tutorial 16 hrs Workshop/Lab -hrs Visits/ Seminar 6 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 1 1 - - 1


25% 25% - - 50%



b Distribution of marks 30% 3D Design 20% Realization


Nil




1 Module Details

a Module Code/Title AIP4246 / Material and Technology for Stage and Set

b Programme Code/Title DE114508 / HD in Stage and Set Design

c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 50% - - 50%



b Distribution of marks 25% Structure 25% Workmanship


Nil




1 Module Details

a Module Code/Title AIP4244 / Props Design


c QF Credits 15



150








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 10% Research 10% Development 30% Realization


Nil




1 Module Details

a Module Code/Title AIP4251 / Stage Design


c QF Credits 15



150








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP4245 / Stage and Set Media: Computer Aided Drafting & Visualization


c QF Credits 12



120








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 50% - - 50%



b Distribution of marks 30% 3D visualisation 20% Rendering


Nil




1 Module Details

a Module Code/Title AIP5053 / Stage and Set Media: Multimedia Presentation Technologies


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 50% - - 50%





Nil




1 Module Details

a Module Code/Title AIP4252 / Stage and Set Media: Virtual Set Design and Visual Effects


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 50% - - 50%





Nil




1 Module Details

a Module Code/Title AIP4243 / Studio Set Design for Film and TV


c QF Credits 15



150








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP4247 / Sustainable Design for Stage and Set


c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - - 2 - 1


- - 50% - 50%



b Distribution of marks 50% Realization


Nil




1 Module Details

a Module Code/Title AIP4254 / Themed Experience Design


c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- 50% - - 50%





Nil




1 Module Details

a Module Code/Title AIP5052 / Professional Practice: Design and Business for Stage and Set Design


c QF Credits 17



170








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 20% Research 30% Proposal


Nil




1 Module Details

a Module Code/Title AIP4242 / Professional Practice: Portfolio and Career Management for Stage and Set Design


c QF Credits 7



70



Lecture 16 hrs Tutorial 10 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details a Module Code/Title AIP4261 / Expanded Studies: Costume, Hair-styling and

Make-up for Production Design b Programme Code/Title DE114508 / HD in Stage and Set Design c QF Credits 7 d QF Level of Module 4 e Notional Learning

Hours (total) 70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- 50% - - 50%



b Distribution of marks 30% Design and concept 20% Visualization works


Nil




1 Module Details

a Module Code/Title DES4015/ Expanded Studies: Inter-Disciplinary Project


c QF Credits 7





Lecture 6 hrs

Tutorial 12 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 44 hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA


Lab / Workshop/

Activity

Project (Stage 1: Research, Stage 2:

Development)

Learning Journal

Project (Stage 3:

Realization)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



- - 60% - 40%



b Distribution of marks 40% Stage 3: Realization


Nil




1 Module Details a Module Code/Title AIP4249 / Expanded Studies: Introduction to Lighting

Design b Programme Code/Title DE114508 / HD in Stage and Set Design c QF Credits 6 d QF Level of Module 4 e Notional Learning

Hours (total) 60



Lecture 6 hrs Tutorial 8 hrs Workshop/Lab 12 hrs

Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- 50% - - 50%





Nil




1 Module Details a Module Code/Title AIP4290/ Expanded Studies: Play Analysis and Theatre

Aesthetics for Stage & Set Design b Programme Code/Title DE114508 / HD in Stage and Set Design c QF Credits 13 d QF Level of Module 4 e Notional Learning

Hours (total) 130


Contact Hours: 52 hrs Lecture 12 hrs Tutorial 16 hrs Workshop/Lab 24 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- 50% - - 50%





Nil




1 Module Details

a Module Code/Title DES4004 / Graduation Project

b Programme Code/Title

DE114508/ HD in Stage and Set Design

c QF Credits 30





Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA


Lab / Work -shop/ Activity

Project (Stage 1: Project Brief & Research, Stage 2: Design Development &

Solution)

Learning Journal

Project (Stage 3:

Realization)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment


b Weighing as a % of module mark - - 50% - 50%


a Duration of EA Last 4 weeks (24 hrs)

b Distribution of marks 50% Stage 3: Realisation


Nil




Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a

pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions

1 Module Details

a Module Code / Title DES4901M / Industrial Attachment b Programme Code / Title DE114508/ HD in Stage and Set Design c QF Credits 10 IA credits # d QF Level of Module 4



Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs

Self-study Hours: - hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA

Performance Evaluation by Industry Mentor

IA Report and Presentation

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment a No. of assessment 1 1

b Weighing as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


Nil

Hong Kong Design Institute - 職業訓練局

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